In preK–12 education circles, the phrase "Common Core State
Standards" seems to have created a flurry of frenzied activity,
striking terror in the hearts of teachers and administrators.
According to the mission statement for the Common Core State
Standards Initiative, the standards were designed to be
consistent, clear, and relevant to the real world. The problem,
as I see it, stems from our usual historical approach to
introducing new paradigms in our schools. It is no wonder that
teachers and administrators, who may not want to embrace change,
may have a "this too shall pass" attitude, because so many
initiatives have come and gone. Typically, teachers and school
leaders are not given enough support or resources or examples or
time to integrate and incorporate what may represent solid and
progressive changes in instructional practices and curriculum
delivery. As a nation, we have recognized that the playing field
is not level for every child. Although the No Child Left Behind
Act was designed to fix this pr