The Common Core and the Non-Public School—Complement or Conflict? There is an unsettling feeling rippling through the non-public school community: “the Common Core is going to somehow compromise my institution’s integrity and identity.” For faith-based non-public schools, Common Core implementation has raised a unique set of issues that have stimulated both discussion and debate. This webinar will cultivate a basic understanding about what the Common Core is—and what it is not—from the perspective of the non-public administrator. You will understand the basic premise and purpose of the Common Core and will come to appreciate its worth as you realize how your school’s long standing values and traditions are neither in jeopardy nor compromised by implementing the Common Core. In this session you will learn: How to address the challenges associated with the CCSS The Key Elements of Leadership in implementing the Common Core How the Common Core can complement the Mission of a faith-based school

1. Leadership and the Common Core
SETTING THE STAGE FOR THE ELEMENT OF CHANGE
NOVEMBER 20TH, 2013

2. The Approach for our Webinar
 For administrators, time is a valuable commodity
 The presentation of this webinar will be sensitive to your
time
 It will focus on the unique challenges
of implementing the Common Core
in non-public schools
 We’ll also revisit the key elements
of being a leader in a “culture of change”
when dealing with the Common Core

3. Three Operative Concepts
1. The Understanding of the Common
Core in the Non-Public Sector and its
challenges.
2. Dealing with the Resistance to Change
3. How to Improve Effective Leadership
in a “Culture of Change”

4. The Understanding of the Common
Core in the Non-Public Sector
and Its Challenges

5. Common Core and the Non- Public School
Some realities that make non-public faith based schools different:
• Non-public schools are not obliged to participate
• Their independence provides the luxury
enjoyed for years to select their own
academic path
• Non-public schools are not regulated either
by State or local governments

6. Understandings
 The Common Core is a set of standards
that’s goal is to ensure that students have
the necessary skills and knowledge to be
successful in their learning.
 The Common Core is a national movement
initiated by state governors—agreeing on
a single set of standards.
 The initiative was begun by the National
Governors' Association and the Chief State
School Officers.

7. Understandings
 Input for the development of the standards was a collegial
effort involving teachers, parents, and school administrators
along with state leaders from across the country.
 The Common Core State Standards...
∙ are consistent across the states
∙ are aligned to the expectations in colleges and careers
∙ ensure equity for students no matter where they live

8. Challenges
 Will this be another educational program being pushed by
the government that will fall by the wayside?
 Why should the non-public school take on a public school
initiative?
 Will the Common Core will take away the freedom in the
classroom – too much interference?

9. Challenges
 Will this be another educational
program being pushed by the
government that will fall by the
wayside?
 Why should the non-public school
take on a public school initiative?
 Will the Common Core will take
away the freedom in the
classroom – too much
interference?

10. Challenges
 Hasn’t our present system of
operations been doing quite
well before all of this?
 Will we lose our identity as a
non-public school and it will
compromise our mission?
 Will too much change confuse
the students, the parents and
make the teachers uneasy?

11. Fact: The Common Core State
Standards Initiative is a state-led
effort that established a single set
of clear educational standards for
kindergarten through 12th grade in
English language arts and
mathematics that states voluntarily
adopt across the country. There
was no federal government
mandate or initiation of the
Common Core

12. Fact: The standards promote
equity by ensuring all students, no
matter where they live, are well
prepared with the skills and
knowledge necessary to collaborate
and compete with their peers in the
United States and abroad.

13. Fact: These standards will
establish what students need to
learn, but they will not dictate how
teachers should teach. Instead,
schools and teachers will decide
how best to help students reach
the standards.

14. Fact: The Standards are not a
curriculum. They are a clear set of
shared goals and expectations for
what knowledge and skills will help
our students succeed.
Local teachers, principals,
superintendents and others will
decide how the standards are to be
met. Teachers will continue to devise
lesson plans and tailor instruction to
the individual needs of the students in
their classrooms.

15. Common Core and Reality
 The educational community as a whole
will use the Common Core as the basics of
assessing a student’s performance—the
non-public student should not be
excluded
 Colleges and other educational agencies
now have a common set of criteria
 Non-public school students will be
competing in the same educational
arena; we need to make sure they are
prepared and are in the loop.

16. Realities
 All educational materials, textbooks, standardized testing,
and digital materials will be using the Common Core as its
basis—the non-public student needs to be prepared. We
cannot isolate them.
 The Common Core initiative is a major shift in instruction
and learning, accents rigor and critical thinking.

17. Common Core and Non-Public School Values
 We take the richness of the non-public schools’ values and
traditions and align them with the Common Core
Standards. This alignment serves to enrich and support the
long standing values.
 We then converge those values with the Common Core
standards
 The Common Core Standards are not obstacles, but
complements the long standing traditions of the nonpublic school

18. Decisive Leadership

19. Effective Leadership
Some Key Elements in Implementing the Common Core
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Proactive vs. Reactive
Open Minded
Open to Change
Delegator
Initiator
Communicator

20. Proactive vs. Reactive
• Work to master the environment you are in
• Proactive stance paves the road to new thinking and
innovation
• Reactive stance always on the defensive putting out fires

21. Be Open Minded
 Consider all options when making decisions to introduce
the Common Core
 Strong leaders evaluate input from all interested parties–
get input from all “publics”
 Always work for the betterment of the whole regardless of
where the ideas originate

22. Be Open to Change
 Take into account all points of view
 Be willing to change a policy, program or
cultural tradition that is out-dated
 Remember: Change leads
to opportunities

23. Delegator
 An effective leader realizes that he/she cannot do it all
 A good leader is in tune with the strengths and talents of
those around him/her
 Use those talents and abilities to strengthen the entire
community

24. Initiator
 Leader needs to be the motivator/initiator
 Leader is the key element in the planning and
implementing new ideas
 Initiator must be willing to take risks

25. Communicator
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Effective communication means first knowing how to listen
Ask many questions– and know the issues
Consider all options
Keep team working on the right project with the right
attitude
 Communicate effectively the mission, vision and
expectations for the good of the entire school community.

26. The Principal: Leader in a Culture of Change
 Principal is expected to know educational
theory and promote teaching techniques that
benefit and challenge students.
 Attention to learning styles is becoming
more crucial because of the challenge to
educate all children at high levels
of performance
 Principal continuously clarifies the
school’s vision and evaluates the extent
to which its programs are balanced,
goal-oriented and integrated

27. CCSS Position Statements
The Common Core and the Catholic School:
A Statement by the Superintendents of the Catholic
Dioceses in Illinois
The Common Core and California Catholic Schools:
A Statement by the Superintendents of Catholic
Schools in California