On March 12th, Casie Jones, one of our writers, had the chance to be the only teacher to testify before the Senate Education Committee regarding their decision to delay the Common Core state standards. This testimony contributed to the Senate Education Committee’s overwhelming vote against this legislation by a vote of 7-2. We wanted to reprint her testimony here to share it with others, as well as the Senate itself which is again considering Common Core Legislation.
Ms. Jones Testimony, March 12, 2014:
My name is Casie Jones and I am a teacher in Shelby County. I teach high school English, actually mostly students from 6th-12th grade, because I teach in an alternative school setting and most of my students have been incarcerated or expelled from other schools. My experience with Common Core started about four years ago when we had writing training and I heard of these new standards coming our way. I was a new teacher in the District; I previously taught out of the country. I was actually intimidated and wanted to know what all of this was about so I began my own track of discovering what this is and doing research on these new assessments. I knew something had to change and the standards we were working with and the way we were having to go through so much in such a fast time—it wasn’t working.
I took on extra leadership roles to train for Common Core. Memphis did a really great job of bringing in people to help us and I also became a Common Core coach last summer so I could go out to other schools and work with other teachers. To answer a question before—you [points to Senator Campfield] were talking about how we have gotten gains if these standards are not fully implemented. Just because this was not implemented by law doesn’t mean teachers weren’t being trained. I have been trained now in Common Core for about three years, but this is the first year that it has been required by law to be put into use in my classroom. I have been using Common Core instruction for about a year and a half and this is what I have seen.
So many are talking about standards or the politics behind it, or data collection and so many myths. The reason I fully support Common core is not because I am a coach, or because I’m supposed to be here, or this is what I need to say—it’s because it has completely shifted the way that I view how I teach and view how students learn. And so instead of just following the curriculum and knowing these are great stories, there are the standards put before me, you know the really huge SPI (Standard Performance Indicators) book I was given when I came to teach in Memphis. It was a complete shift on how intentional I need to be in what I choose to teach, how students can use a text to learn instead of me having to give facts, how we have lost the art of critical thinking and question writing. Even in my training with other teachers, it is amazing to see how we have gone backwards on developing questions that cause students to think even deeper.
So, the standards are great, they are higher level standards, but the real shift here is with the teachers. It’s watching teachers these trainings that the state has brought in and over these three days, just a simple, three-day, intensive training-it’s amazing to watch them go from frustrated to “Wow, this is what this is about—we thought these were standards the State said you’ve got to do this because this is the new thing.” I can’t tell you how many times I’ve heard them say, “Eh, in a couple of years it will be something else by a totally different name, so we’re not worried about it.” What happens over that three day period is a blossoming of a whole new perspective of how I approach things in my classroom—it’s a change in instructional strategies. It’s not a change in standards—I’m sorry, there are standards everywhere and we could go make up some more, but it’s not about that. It’s about the strategies and expectations put on the teachers. Our students are going to be able to do what we lead them to do. But really right now it rests on teachers.
I have felt a great responsibility and I’ve seen it work in my classroom—even students who are alternative—who are write-offs. Nobody wants their student data. I got a one last year in student data. I had a five the year before and a one last year because of discrepancies in the ways they assign students. I’m not worried about that one because I know that what I have done in my classroom over the past two semesters, implementing it before it was even required, I have seen the confidence and I have seen the discussions—amazing things I have seen happen in the classroom where I can sit back and say “I’m going to let ya’ll lead this one today” (nervous as all get out). I step back and see this is working. This total strategy shift of stepping back and saying, “Wow!” Not that I’ve been a bad teacher. I’ll be honest and somewhat arrogant—I am a master teacher. I have been a teacher for 12 years (I don’t know if you could tell that), but I’ve been teaching for 12 years and I believe I am a master teacher. But, through Common Core, I’ve realized that I have not quite been teaching the way I should have been to help students gain the achievement that we need, not just a score. Students will never be reduced to a score, but to be able to be productive citizens and decision makers. That’s the thing—our kids—they cannot make decisions. They’re not thriving in college. I tutor some students at the University level and it’s amazing how far back I have to go because they cannot think about a text or think critically. I’m like—OK—we’ve got to step back—with the literacy factor, with the critical thinking skills— and right now the best strategy for us moving forward are the instructional strategies that are coming out through Common Core through teaching.
It has inspired me. Like I said, that’s what I have seen—it’s not about the standards—it’s the complete change—it has changed my life—I know that sounds dramatic. But, in the past 2 years, just undergoing intensive training to become a Common Core coach, or oh gosh, there’s so many terms—core lead—there’s so much terminology to tack onto it—it’s kind of crazy, but it’s just this has become my life. I’ve become immersed in it from about 2 years ago and so I fully, fully believe that if teachers are willing to step into that discomfort (what do we call it—productive discomfort) and just say yes, we are willing to undergo the growing pains. It’s going to take time. If you’re looking for instant results, look somewhere else because this is not going to be instant. But, I am willing to stick it out because I can guarantee that it is going to work. You know I have my son (and my daughter)r. I would be proud for him to go through K-12, well 2nd grade through 12th grade, in Common Core because I fully believe that he would be prepared for college, more than prepared for college—definitely more prepared than I was and I did alright.
By Casie Jones, presented to the Senate Education Committee March 12, 2014.
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I would say that the reason students at the university level whom you tutor cannot think critically has to do with the high-stakes testing regime that has been in place their entire school career. Common Core does nothing to change that regime.
Just as I suspected, you have no experience with early childhood education (or do not say so), and do not say whether these standards are appropriate there. They are not, and they are destroying the educations of millions of young children.
But what if we can change the test to encourage the development of different skills, like critical thinking? Or do you completely reject that proposition?