Anonymous wrote:There is a current teacher who has recently posted. I am not a current teacher. However, I do have years of experience in public schools-with, as you probably have figured out--primary grades. That is the basis of my opinions--my concern and interest in the education of young children.

I also have an advanced degree in Early Childhood Education. My experience in the public schools includes teaching children from all kinds of environments--with more time spent at the lower end of the socioeconomic spectrum than the higher. I never taught children of extremely affluent families.

I also have some experience in testing and evaluation of educational materials.

Aha. You are not a current classroom teacher. Therefore, you don't know what you're talking about. Degrees, previous experience, other experience -- all of that is irrelevant. Or so at least one opponent of the Common Core standards has been saying.

What's more, I have never said that the only people who are qualified to talk about the Common Core standards are current, full-time classroom teachers.

I do not believe I said that. I have said--and continue to say --that it is egregious that current teachers were not represented on the committees. No one--including me--knows the challenges of a classroom better than those currently teaching. The further removed from the classroom, the more one forgets the challenges and thinks in the "ideal".

There is a current teacher who has recently posted. I am not a current teacher. However, I do have years of experience in public schools-with, as you probably have figured out--primary grades. That is the basis of my opinions--my concern and interest in the education of young children.

I also have an advanced degree in Early Childhood Education. My experience in the public schools includes teaching children from all kinds of environments--with more time spent at the lower end of the socioeconomic spectrum than the higher. I never taught children of extremely affluent families.

I also have some experience in testing and evaluation of educational materials.

Anonymous wrote:

My information: I am not a current, full-time classroom teacher in a public school in a state that has adopted the Common Core standards.

What qualifies you to defend them so adamantly? Have you any experience with them?

Why aren't you answering the question?

For what it's worth, I am not defending them adamantly. In fact, I am not defending them at all. My position is that all of the anti-Common Core arguments I've seen are bad.

What's more, I have never said that the only people who are qualified to talk about the Common Core standards are current, full-time classroom teachers. You -- or another Common Core opponent -- are saying that. So: are you a current, full-time classroom teacher in a public school in a state that has adopted the Common Core standards?

My information: I am not a current, full-time classroom teacher in a public school in a state that has adopted the Common Core standards.

What qualifies you to defend them so adamantly? Have you any experience with them?

Anonymous wrote:

Are you a current, full-time classroom teacher in a public school in a state that has adopted the Common Core standards?

(If I were arguing like some of the opponents of the Common Core standards on this thread, I would go on to say that your unwillingness to answer this question suggests that you have something to hide.)

You have never shared any of your information. I have shared mine long ago.

Me who? There are multiple posters on this thread, and all of them are anonymous. There is no way for me to know which anonymous poster you are. So: are you a current, full-time classroom teacher in a public school in a state that has adopted the Common Core standards?

My information: I am not a current, full-time classroom teacher in a public school in a state that has adopted the Common Core standards.

Are you a current, full-time classroom teacher in a public school in a state that has adopted the Common Core standards?

(If I were arguing like some of the opponents of the Common Core standards on this thread, I would go on to say that your unwillingness to answer this question suggests that you have something to hide.)

You have never shared any of your information. I have shared mine long ago.

Are you a current, full-time classroom teacher in a public school in a state that has adopted the Common Core standards?

(If I were arguing like some of the opponents of the Common Core standards on this thread, I would go on to say that your unwillingness to answer this question suggests that you have something to hide.)

For what it's worth, you = anybody who has said that people on the Common Core development committees were not qualified on grounds that they weren't current full-time classroom teachers.

You=someone who thinks classroom teachers don't count.

No objection to people who are not currently in the classroom being on the committee. However, to leave classroom teachers almost entirely off the committee (less than 4%) is wrong. You present these teachers who taught years ago as the same as a current classroom teacher. That's the problem. NO balance on the committees--and there are a number who have no classroom experience. No current early childhood teachers and almost no elementary teachers.

135 members is a lot of people. Seems like they could have included at least one teacher from each grade level on math and ELA. There are more on the committee who have never taught in the classroom than there are current teachers. That is not balanced.

Again, it begs the question. Who chose these members? What was the criteria for selection?

Anonymous wrote:None of this nitpicking about committee members really matters anyhow - given there is no actual data or evidence to suggest that the standards are bad. And in fact, the early childhood data shows that the standards are yielding results.

Why are you defending this so staunchly? You've made the point over and over.

Anonymous wrote:

think someone who has devoted their entire career to teaching, who has done classroom teaching for a decade and a half, who has studied it extensively (far more than you), who has written numerous recognized works on teaching, who continues to work very closely with teachers all around the country, and who still works directly with students every year does indeed have relevant insights to offer. Probably more relevant insights than your own.

For a week a year. You certainly have high standards. Would you go to a surgeon who only operates one week a year? One who never picks up a scalpel, but one day a year?

She may have relevant experience-- but to leave out classroom teachers is just wrong.

No early childhood teachers on the committee. Current teachers were no more than 4% of the committee. Remember, the teachers are the ones who see the kids every day. The teachers are the ones who have to implement the standards. The teachers are the ones whose kids must pass the tests.

I'm still wondering whether you are a current full-time classroom teacher in a public school in a state that has adopted the Common Core standards. And if so, what state? what grade? for how long?

For what it's worth, you = anybody who has said that people on the Common Core development committees were not qualified on grounds that they weren't current full-time classroom teachers.

think someone who has devoted their entire career to teaching, who has done classroom teaching for a decade and a half, who has studied it extensively (far more than you), who has written numerous recognized works on teaching, who continues to work very closely with teachers all around the country, and who still works directly with students every year does indeed have relevant insights to offer. Probably more relevant insights than your own.

For a week a year. You certainly have high standards. Would you go to a surgeon who only operates one week a year? One who never picks up a scalpel, but one day a year?

She may have relevant experience-- but to leave out classroom teachers is just wrong.

No early childhood teachers on the committee. Current teachers were no more than 4% of the committee. Remember, the teachers are the ones who see the kids every day. The teachers are the ones who have to implement the standards. The teachers are the ones whose kids must pass the tests.

None of this nitpicking about committee members really matters anyhow - given there is no actual data or evidence to suggest that the standards are bad. And in fact, the early childhood data shows that the standards are yielding results.

Anonymous wrote:

If you think one week a year gives a professor the same responsibility as a classroom teacher who deals with all sorts of requirements in the classroom with real kids every school day, then you really don't understand the classroom.

Do you think someone who performs your job for one week per year would have the same level of experience that you have with your job?

I think someone who has devoted their entire career to teaching, who has done classroom teaching for a decade and a half, who has studied it extensively (far more than you), who has written numerous recognized works on teaching, who continues to work very closely with teachers all around the country, and who still works directly with students every year does indeed have relevant insights to offer. Probably more relevant insights than your own.

If you think one week a year gives a professor the same responsibility as a classroom teacher who deals with all sorts of requirements in the classroom with real kids every school day, then you really don't understand the classroom.

Do you think someone who performs your job for one week per year would have the same level of experience that you have with your job?