Affective Response 1 Level 2 Level 3 Level 4 5 Maintenance of a non Awareness and Transition to a CCSS Emerging New Predominance of a CCSS Affective Response CCSS led System Exploration of a CCSS led System Infrastructure to led System System Support a CCSS led System Attitudes and Beliefs High degree of resistance and Aware that a CCSS led system has Growing acceptance through Commit to a CCSS led system to A CCSS system is the apprehension to a CCSS led the potential to improve student research and practice that a improve student learning organizational structure around about CCSS system learning CCSS led system improves which district curricula and student learning classroom practices are centered Motivation to No motivation to implement a Changes in classroom practices are Changes in classroom practices Intrinsic motivation to embed a High level of engagement of all CCSS system motivated by administrative are motivated by growing belief CCSS system into staff in implementation of a CCSS Implement CCSS direction that a CCSS led system will classroom/school/district led system benefit students practices Reference CCSS in lesson planning Enthusiastic commitment and as preliminary step in Begin efforts to adapt a CCSS Work cooperatively to adapt support of a CCSS led system at implementation system to fit school/district district structure to a CCSS led building and district level structure (e.g., curriculum system mapping) Confidence Level Apprehension and anxiety Receptive to participation in CCSS Secure in ability to contribute a Self-directed involvement in a Advocacy for a CCSS led system surrounding a CCSS led system led system CCSS led system CCSS led system reform Resources and professional development tools that recognize the structure of the climate and culture of a school and it’s importance in designing school reform. The Leadership and is the professional development and consulting services division of Houghton Mifflin Harcourt, and offers many services including articles and advice from Dr. Doug Reeves. The National School Boards Association (NSBA) is a not-for-profit organization representing state associations of school boards and their member districts across the United States. Professional Development 1 Level 2 3 4 Level 5 Professional Maintenance of a non Transition to a CCSS led Emerging New Predominance of a CCSS Development CCSS led System System Infrastructure to led System
Affective Response Affective Response 1 Maintenance of a non CCSS led System Level 2 Awareness and Exploration of a CCSS System Level 3 Transition to a CCSS led System Level 4 Emerging New Infrastructure to Support a CCSS led System 5 Predominance of a CCSS led System Attitudes and Beliefs about CCSS High degree of resistance and apprehension to a CCSS led system Aware that a CCSS led system has the potential to improve student learning Growing acceptance through research and practice that a CCSS led system improves student learning Commit to a CCSS led system to improve student learning A CCSS system is the organizational structure around which district curricula and classroom practices are centered Motivation to Implement CCSS No motivation to implement a CCSS system Changes in classroom practices are motivated by administrative direction Reference CCSS in lesson planning as preliminary step in implementation Changes in classroom practices are motivated by growing belief that a CCSS led system will benefit students Begin efforts to adapt a CCSS system to fit school/district structure (e.g., curriculum mapping) Intrinsic motivation to embed a CCSS system into classroom/school/district practices Work cooperatively to adapt district structure to a CCSS led system High level of engagement of all staff in implementation of a CCSS led system Enthusiastic commitment and support of a CCSS led system at building and district level Confidence Level Apprehension and anxiety surrounding a CCSS led system reform Receptive to participation in CCSS led system Secure in ability to contribute a CCSS led system Self-directed involvement in a CCSS led system Advocacy for a CCSS led system Resources and professional development tools that recognize the structure of the climate and culture of a school and it’s importance in designing school reform. The Leadership and is the professional development and consulting services division of Houghton Mifflin Harcourt, and offers many services including articles and advice from Dr. Doug Reeves. The National School Boards Association (NSBA) is a not-for-profit organization representing state associations of school boards and their member districts across the United States. Professional Development Professional Development 1 Maintenance of a non CCSS led System Level 2 3 Transition to a CCSS led System 4 Emerging New Infrastructure to Level 5 Predominance of a CCSS led System
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