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ERIC Number: EJ1026267
Record Type: Journal
Publication Date: 2013-Aug
Pages: 4
Abstractor: ERIC
ISSN: ISSN-0276-928X
Total Immersion: North Carolina District Plunges into Common Core with a Systemwide Learning Plan
von Frank, Valerie
Journal of Staff Development, v34 n4 p30-33 Aug 2013
In Charlotte-Mecklenburg (N.C.) Schools, educators have leapt into the Common Core with both feet, creating an internal website for teachers to share performance tasks and implementing systemwide, school-based professional learning that has put the standards into practice and tested students on them in the 2012-13 school year. The district began to address the switch to the Common Core two years ago by introducing the standards to the school board and to parents in what parents have dubbed Common Core 101. The standards were broken into grade-level expectations first. The district created a Common Core steering committee of zone superintendents, the deputy superintendent, curriculum specialists, a teacher in residence, principals from all levels and types of schools, and a staff member from the accountability division to create a professional development plan. The learning was designed to be school-based, because the district had in place professional learning communities that had been functioning for several years already. The whole strategy was built on the notion of building capacity for a team in each school to own the training process so it was not solely on the shoulders of each principal. The teachers are not in their individual classrooms trying to figure this out alone. They are in their professional learning communities and have a facilitator in the room with them, and there have been lots of supports put in place for them. Ann Clark, superintendent of the district has said that she believes that, although there is still much work to do, the strategy is working.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina
Grant or Contract Numbers: N/A