The National Center for Literacy Education conducted a national survey of educators to examine their experiences with transitioning to the new literacy Common Core State Standards (CCSS). This report provides an overview of the findings from the survey. Major findings include: (1) nationwide, teachers feel not prepared to help their students achieve new literacy standards; (2) working with peers is the most valued support for standards implementation; but (3) time to work together is decreasing; (4) teachers are significantly involved in renovating literacy instruction; (5) purposeful professional work that draws everyone’s talents is strongly associated with progress in standards implementation; (6) teachers in all disciplines are actively engaged in changing literacy practices; and (7) given the opportunity, teachers are owning the change by innovating and designing appropriate lessons and materials.
The study detailed in this report investigates the extent to which the professional expertise of teachers working together is driving the implementation of the new Common Core State Standards in literacy by asking the following questions: (1) Are schools and districts taking a capacity-building or incentive-driven approach to putting the new standards in place? and (2) How are different approaches to change impacting progress? The report is organized by the seven key findings (see above summary), and each finding is accompanied by readable graphics and charts. Furthermore, the report provides recommendations on how to build on existing foundations that schools and teachers have established in order to transition to the new standards. This report is useful in that it reveals the views of teachers who are directly involved in the day-to-day work of making sense of the new literacy standards. This report can help districts and schools with information to support their teachers in implementing the new literacy standards in their classrooms.