3 Reasons Common Core Shouldn’t Scare You

by Guy E. White on 13 August, 2014

About 3.7 million teachers will be walking into their classrooms this year under the Common Core State Standards banner. Should they be worried?

With the near-full implementation of “the Common Core,” millions of teachers will be performing their jobs based upon these new standards. Is all the anxiety and (sometimes, panic) warranted?

In 2010, I was working on becoming a National Board Certified Teacher® when I first encountered the Common Core State Standards. Like millions of teachers, I had already been operating much of my career under the existing State Standards supported by No Child Left Behind. My reaction when I read them for the first time, honestly, “Wow, they are finally going to fix these messed up, old standards!”

As you can tell by the title of this post, not only was this my opinion of the Common Core State Standards in 2010 - I’ve only grown more fond of them. Here’s why I think any rational educator should not be scared by these standards.

1. Standards Don’t Bite, People Do

Most teachers will only interact with the Common Core State Standards in three ways. Two don’t warrant an extra glass of wine.

First, teachers will create goals for their lessons based upon the standards. This changes nothing from what most teachers were doing before the Common Core. For example, as a California educator, I’ve been creating kick-butt lessons for years based upon the old state standards. So, if you’ve already been using state standards to build your lessons (like you should have been), then the change is not too huge. No sweat!

Second, teachers will see their students taking summative assessments (state administered) based upon these new standards. Again, nothing really changes from what was already the norm for most teachers. For years, my students have taken state-mandated assessments. Still, they will take state mandated assessments, but, frankly, the assessments are better. Again, no problem.

Finally, when I listen to most of the complaints (that are not based upon misinformation / myth), I hear most of the concerns from teachers being voiced are about HOW the standards will be implemented by the people in charge. This is where we start talking about teacher evaluation, job security, tenure, and a whole set of issues that frankly are NOT in the standards themselves. So, I don’t blame the standards for what educational leaders are doing with them: those are two separate issues. Standards don’t bite: people do.

2. New Follows New

The introduction of the Common Core State Standards means new training, new books, and new technology. When my wife and I moved back to my home town, so I could live close to where I teach, we bought a house. Naturally, because we had a new place, we bought a couple new coffee tables, got a couch or two, and painted some of the rooms. None of this would have happened if we did not make a change.

With Common Core, I expect that my students will have new textbooks in the next few years, more access to technology, and a better-trained set of educators. I welcome change when it comes, because it disrupts the norm, encourages newness, and often puts me and my students in more advantaged positions.

3. Great Days Are Not Determined by Standards 

What makes a great day with your students? For me, a great day is one where my students (and I) are at least one step better than the day before. The Common Core State Standards are ONE of many guides that help me set goals, create learning experiences, and recognize progress. My heart is a big guide, and no one gets to dictate what goes on inside there. So, I follow the standards, but listen to my heart, use my eyes and ears, and talk with my students as well.

Attention matters. A while back, I read a great book called “Mindful Teaching and Teaching Mindfulness: A Guide for Anyone Who Teaches Anything” by Deborah Schoeberlein David. She talked a lot about “attention” and “awareness” and their impacts in the classroom. I know that whatever I give my attention to, my heart follows - everything follows. So, if I’m wanting to make a meaningful impact upon my students, that’s where the focus is needed most.

When I want to be a champion for change, I want to do it the right way: building a case for change by being my best self, not my worst.

The views expressed on this page are only those of the author: not anyone else.