Leading, Teaching, and Learning the Common Core Standards: Rigorous Expectations for All Students

Leading, Teaching, and Learning is a resource for teachers taking action on Common Core State Standards to enhance student learning. Each chapter addresses various disciplines and grade levels with concrete examples. Chapters focus on research-based instruction, academic language development, thinking and complexity, English learners, non-proficient readers, rigor, and collaboration for ongoing professional capacity building.

Table of Contents:
List of Figures Preface Acknowledgments Chapter 1 Introduction Development of Common Core State Standards Assessing Proficiency Embrace CCSS for Students’ Success Organization of Leading, Teaching, Learning CCSS Practical Steps for Leaders Practical Steps for Teachers Useful Academic Language Chapter 2 Effective Research Based Instruction Scaffold Instruction Lesson Introduction Guided Practice Independent Practice Assessment Sample Science Instructional Plan Engagement Teacher Led Small Group Instruction Checking for Understanding Feedback to Improve Learning Practical Steps for Leaders Practical Steps for Teachers Useful Academic Language Chapter 3 Academic Language General Academic Language Discipline Specific Academic Language Research Based Vocabulary Instruction Vocabulary Instruction Protocol Instructional Strategies Expected Language Acquisition Outcomes Practical Steps for Leaders Practical Steps for Teachers Useful Academic Language Chapter 4 Rigor—Levels of Thinking, Cognitive Complexity, and Text Complexity Making Sense of Levels of Thinking and Cognitive Complexity Levels of Thinking Cognitive Complexity: Depth of Knowledge (DOK) Text Complexity Misconceptions Effective Use of Text Complexity Close Reading Motivating Students Student Academic Goals Writing is Thinking Practical Steps for Leaders Practical Steps for Teachers Useful Academic Language Chapter 5 English Learners and CCSS Something More Levels of English Proficiency WIDA Language Proficiency Levels Beginning English Learners Beyond Beginning English Learners Support for Intermediate and Advanced English Learners Cultural Considerations Learning Scales and English Learners Practical Steps for Leaders Practical Steps for Teachers Useful Academic Language Chapter 6 Under-resourced Students School Factors that Leaders Control Rewards and Sanctions Academic Resources Classroom Factors that Teachers Control Collaboration Project Based Learning Research Resilience Responsibilities of Teachers and Leaders Practical Steps for Leaders Practical Steps for Teachers Useful Academic Language Chapter 7 Clear Goals for Student Self-monitoring and Teacher Feedback Clear Goals, Self Monitoring, and Feedback Benchmark Scales with Evidence Student Friendly Scales Implementation of Student Self Monitoring and Teacher’s Feedback Instructional Differentiation Exceptional Student Education English Learners Making Learning Accessible Practical Steps for Leaders Practical Steps for Teachers Useful Academic Language Chapter 8 - Collaboration to Empower Teachers for Success on CCSS Characteristics of Collaboration Collaboration is Voluntary Parity Among Participants Mutual Goals Responsibility Sharing Resources Shared Accountability Improving Student Learning Outcomes Collaboration on Mini-assessments and Data Analysis Professional Learning for Transfer to Practice Book Studies Action Research Data Study Massive Open Online Courses (MOOCs) Lesson Study Research Teams Leadership for Effective Collaboration Leading, Teaching, and Coaching to Improve Student Learning Outcomes Practical Steps for Leaders Practical Steps for Teachers Useful Academic Language Additional Resources References Author Information Index

About the Author :
Rosemarye Taylor is professor of educational Leadership at the University of Central Florida in Orlando, and has published six books and numerous articles on improving school leadership.   Rebecca Watson is senior manager of instructional development with Orange County Public Schools in Orlando. She focuses on school improvement through induction, professional learning communities, and instructional leadership. Joyce Nutta is associate professor of English for speakers of other languages education at the University of Central Florida. She is co-editor of The Tapestry Journal: An International Multidisciplinary Journal on English Language Learner Education, and she recently published Preparing Every Teacher to Reach English Learners: A Practical Guide for Teacher Educators with Harvard Education Press.

Review :
In today's American education system, teachers and students are facing the greatest challenges thus far in order to compete in our global economy. The educational war will be won with highly talented teachers in the urban setting. Our staple weapon is the belief that ALL students are capable of learning supported with research-based instructional strategies. This text is a roadmap for all K-12 educators, from district superintendents to classroom teachers, in order to implement the CCSS at unprecedented levels. The authors celebrate the hard work of teachers and simultaneously reveal how educators must be cognitive of their instruction as well as their planning in order to prepare tomorrow's citizens. The authors of the text have captured the beauty behind the CCSS and its importance to our next generation of students. Their research indicates that all students are capable of learning as long as they have teachers and principals who are knowledgeable about the standards, are able to plan at high levels, and can delivery instruction at a level of rigor that will stretch every student. This text provides a roadmap of strategies for the reader that should be on every teacher's desk. Who, What, Where, When, Why? This text comes at a time when school leaders and teachers are asking questions, seeking ideas, and resources to address CCSS. The authors of this book have answered those inquiries by providing best practices that will deliver results. The book provides practical and valuable research-based strategies that will support teachers and assist with our most neediest student populations. This is a must read for anyone who cares about public education! Dr. Taylor shows and tells how to weave rigorous expectations for all students through the common core standards in every subject. She offers teachers new ways to fortify familiar teaching strategies by using effective research based instruction. I have used her expertise and knowledge to raise student achievement in my previous middle school and will definitely use this resource in my current work with teachers at my current high school. The authors of Leading, Teaching, Learning Common Core State Standards (CCSS) clearly know what it takes to deliver on the promise that all students, including English learners and students with exceptionalities, can meet rigorous academic expectations. The content is rich, strong, and engaging. It speaks directly to teachers and administrators and shows them how to reach and effectively teach all students in Pk-12 classrooms. This is your roadmap to purposeful teaching and evidence-based learning. This book provides both the macro-approach to systemic change in how we plan for and execute meaningful CCSS learning experiences and the micro-approach to facilitating student accountability as we strive for mastery. Teachers and school leaders will find value in Dr. Taylor’s research based strategies because they provide focus to professional collaboration. Students will reap the rewards of this book because they ultimately have greater ownership over their learning and thus a stronger stake in the outcome.