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ERIC Number: ED511830
Record Type: Non-Journal
Publication Date: 2010-Aug
Pages: 32
Abstractor: ERIC
Reference Count: 13
Transforming Schools or Tinkering? An Analysis of CCSSO's Model Core Teaching Standards. A Center Policy & Practice Analysis Report
Center for Mental Health in Schools at UCLA
This report continues a series analyzing proposals and blueprints for transforming schools from the perspective of how well they delineate ways to enable equity of opportunity for "all" students to succeed at school. The focus of this report is on the July 2010 draft of CCSSO's (Council of Chief State School Office's) "Model Core Teaching Standards" which is being circulated for public comment. The draft consists of ten individual standards organized into four priority areas: "the learner and learning" (standards 1-3); "content" (standards 4-5); "instructional practice" (standards 6-8); and "professional responsibility" (standards 9-10). Each is delineated in terms of "performances," "essential knowledge," and "critical dispositions." The analysis stresses major deficiencies with respect to the standards as a whole and each one specifically, and offers substantive revisions. A Summary of Updated InTASC Core Teaching Standards from CCSSO is appended. (Contains 5 exhibits.)
Center for Mental Health in Schools at UCLA. Department of Psychology, Franz Hall, 405 Hilgard Avenue, Box 951563, Los Angeles, CA 90095-1563. Tel: 310-825-3634; Fax: 310-206-8716; e-mail:; Web site:
Publication Type: Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Health Resources and Services Administration (DHHS/PHS), Maternal and Child Health Bureau
Authoring Institution: University of California, Los Angeles, Center for Mental Health in Schools