Around half of teachers reported meeting in grade-level teams at least weekly and observing colleagues' classrooms at least quarterly to implement the CCSS¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Around 50 percent of elementary and 40 percent of high school teachers reported meeting at least weekly in grade-level team meetings to help implement the new standards. → Julia A. Gwynne and Jennifer R. Cowhy with R. Steven Quispe 2018

Evidence¶

Julia A. Gwynne and Jennifer R. Cowhy with R. Steven Quispe 2018¶

Julia A. Gwynne and Jennifer R. Cowhy with R. Steven Quispe. (2018). Getting Ready for the Common Core State Standards: A 2016 Update. UChicago Consortium on School Research. https://consortium.uchicago.edu/publications/getting-ready-common-core-state-standards-experiences-cps-teachers-and-administrators

q2 · i? · associational · r2

In 2016 teachers, rather than administrators, were asked how often they met in grade-level teams and observed one another's classes. "Around 50 percent of elementary and 40 percent of high school teachers" reported weekly team meetings, and around half of elementary and high school teachers reported observing colleagues' classrooms at least quarterly.

"Around 50 percent of elementary and 40 percent of high school teachers in both the ELA and math response groups reported meeting at least weekly in grade-level team meetings"

Discussion¶

Related Claims¶

• Teachers reported feeling more familiar with and more prepared to teach the CCSS in 2016 than in 2015, with elementary and ELA-group teachers higher than high school and math-group teachers — related
• Teachers in 2016 were far less likely than administrators in 2015 to report that unaligned assessments, insufficient collaboration time, or inadequate PD were major barriers to CCSS implementation — related
• Ivy Elementary staff jointly monitor progress toward goals in team meetings and organize tiered supports for students — related
• Elementary teachers were much more likely than high school teachers to report the CCSS would have a great deal of impact on teaching and learning in 2016 — related
• Elementary teachers were more likely than high school teachers to report that standards-related professional development had extensive impact on their teaching practices — related
• After a researcher presentation on brain breaks, an estimated 80-90 percent of one school's teachers implemented the breaks in their classrooms — related
• Collaboration with colleagues around instruction has consistently positive relationships with math and science instructional practices — related