{"id":417,"date":"2014-09-18T08:59:30","date_gmt":"2014-09-18T13:59:30","guid":{"rendered":"http:\/\/blogs.mlc-wels.edu\/wels-educator\/?p=417"},"modified":"2015-11-10T08:13:11","modified_gmt":"2015-11-10T14:13:11","slug":"common-core-state-standards-a-wels-perspective","status":"publish","type":"post","link":"https:\/\/blogs.mlc-wels.edu\/wels-educator\/2014\/09\/18\/common-core-state-standards-a-wels-perspective\/","title":{"rendered":"Common Core State Standards: A WELS Perspective"},"content":{"rendered":"

By: Duane Vance<\/em><\/p>\n

In the last few years, the Common Core State Standards have been a controversial topic among educators, politicians, and the general public who have heard various accounts in the media. At the present time, the content of the standards, their implementation, and the politics that surround them cause passionate debate between those who view the standards as the next best step in education and those who oppose the initiative altogether. The Common Core State Standards were developed with public education in mind, so where does that leave private schools in their relationship to the standards? In particular, how should WELS schools view and use the standards, if at all? Leadership and decisions makers in WELS schools need to familiarize themselves with this issue and be prepared to provide a sound answer to parents and other stakeholders in the school as to their approach.<\/p>\n

Concern does exist around the standards in the political spectrum. While the government did not develop the standards, they are interested in states adopting high quality, internationally benchmarked common standards, and the Common Core standards have the endorsement of the United States Department of Education<\/a> with the promise of millions of dollars in support. Opponents see this as an attempt by the federal government to seize control of education from the states by withholding federal dollars from states that do not comply. Conservatives also charge that the standards contain a highly liberal agenda designed to produce like-minded students who conform to society regardless of differing God-given gifts and abilities (Newman, 2013).<\/p>\n

As of now, WELS and other private schools enjoy great autonomy from federal and state governments. Schools are free to choose what standards they would like to use and how to implement them. Those not receiving any kind of government funding, whether state or federal, may also use any type of standardized testing that they see fit. For these reasons, the political arguments surrounding the Common Core standards should be avoided, except if scriptural principles are present (ie., concerns with Planned Parenthood being involved in the possible creation of standards [Newman, 2013]). While teachers and administrators may have strong political feelings about the standards, it is wise to remember that they will encounter parents and others who may not share similar ideologies. The more important issue is what is found within the standards. If a WELS school decides to use the standards or not, its answer should point to student achievement. Schools that adopt the standards should be convinced that they support a high quality education, and those that avoid the standards should have a solid rationale for what standards they do use.<\/p>\n

Serious debate is certainly found over the content of the standards and whether they will help bring a higher standard of education. The National Education Association<\/a> believes the Common Core initiative will achieve this goal. Along with many states, several private schools have also adopted the standards, including three-fourths of the Lutheran schools in the Michigan district of the Missouri Synod (Robelen, 2012). Opponents argue that standards in several states, such as in Massachusetts and Minnesota, will actually have to be lowered to meet the Common Core (Newman, 2013). Furthermore, the argument can be made that the definition of \u201ccollege and career readiness\u201d as provided by the Common Core standards provides no clear distinction from the definition of \u201cproficiency\u201d as provided by the No Child Left Behind Act; therefore, is it really superior to previous educational reform attempts? (Hess & McShane, 2013).<\/p>\n

WELS schools should look at the attention standards are receiving in the media as an opportunity to review their own practices. Standards should be used as a guide for the curriculum. They state to the students, parents, and teachers what each child should accomplish at a particular level, but they do not show how to arrive at that point. Common Core standards are no different. Methods of instruction need to be left to the classroom teacher. Effective, professional teachers will lead to greater student success in reaching benchmarks. Positive aspects of the standards can and should be incorporated, while those aspects that are seen as detrimental or ineffective should be avoided. The Common Core State Standards, or any set of standards, need to be viewed as another tool to educators and as a guide for instruction that support, not dictate, the philosophies and best practices of the school.<\/p>\n

WELS administrators and teachers should be aware that questions about the Common Core state standards will become more common, and a thoroughly prepared rationale should be given as to what standards the school uses with a focus pointing directly to increased student achievement.<\/p>\n

Duane Vance is a 2001 graduate of the University of North Florida and began his teaching career near Jacksonville, Florida, as a high school social studies teacher. He received his WELS certification through MLC in 2007 and has served Jerusalem-Morton Grove, Illinois, since 2005. Currently, he serves as the school\u2019s principal and 6th<\/sup>-8th<\/sup> grade teacher. Duane entered the graduate studies program at MLC in the 2014 spring semester.<\/em><\/p>\n

Join the conversation. Consider and respond to one or more of these questions provoked by Mr. Vance’s article.<\/strong><\/p>\n

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  1. Mr. Vance notes that controversies surround the Common Core State Standards in three areas: their content, their implementation in schools, and the politics surrounding their creation. What struggles have you and your fellow faculty members encountered as you studied and attempted to implement the Common Core State Standards? Or have you decided not to use them? If so, what is your reasoning for that decision?<\/span><\/li>\n
  2. Mr. Vance maintains that when asked about the standards, school leaders should have a “sound answer to parents and other stakeholders in the school.” What is the “sound answer” your school has developed? Or have you found such an answer unnecessary, because parents in your congregation have not raised any questions?<\/li>\n
  3. Mr. Vance offers two opposing views of the standards: The National Education Association believes the standards will “help bring a higher standard of education.” Others in states such as Massachusetts and Minnesota feel that current standards in their schools “will actually have to be lowered to meet the Common Core.” What do you and your faculty believe about these standards: Would they raise the bar in your school or lower it?<\/li>\n<\/ol>\n<\/div>\n

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    References<\/strong><\/p>\n

    Hess, Frederick, & McShane, Michael. (2013). Common core in the real world: Created to fix problems that NCLB either started or couldn\u2019t fix itself, the common core faces its own challenges \u2013 seen and unseen \u2013 during implementation. Phi Delta Kappa, 95<\/em>(3), 61-66.<\/p>\n

    Newman, Alex. (2013). Common Core a scheme to rewrite education: Common Core \u2013 new national education standards that the federal government is bribing and coercing states to \u00a0 adopt \u2013 will harm students, not benefit them. The New American, 29<\/em>(16), 10-19.<\/p>\n

    Robelen, Erik. (2012). Private schools opt for Common Core. Education Week, 32<\/em>(7), p 1, 12.<\/p>\n

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