Affective Response Level 1 Level 2 Level 3 Level 4 Level 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 Changes in classroom practices Intrinsic motivation to a High of engagement of all CCSS system are 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 Professional Development Professional Level 1 Level 2 Level 3 Level 4 Level 5 Maintenance of a non Awareness and Transition to a CCSS led Emerging New Predominance of a CCSS Development CCSS led System Exploration of a CCSS led System Infrastructure to led System System Support a CCSS led System Align to Common Other school/district policies and Aware that professional Develop plan to align Implement a CCSS-led system Continuous review of the practices drive professional development needs to be aligned professional development with a aligned professional professional development system Core Standards development efforts with a CCSS-led system CCSS-led system development plan (CCS) Design targeted professional No consideration of student data in Emerging understanding of the Use student learning date to development using system-wide designing professional significance of student data in design professional development analysis of student learning data development designing professional development
Affective Response Level 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 Level 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 a CCSS system into classroom/school/district practices Work cooperatively to adapt district structure to a CCSS led system High 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 Affective Response Professional Development Professional Development Level 1 Maintenance of a non CCSS led System Level 2 Awareness and Exploration of a CCSS led System Level 3 Transition to a CCSS led System Level 4 Emerging New Infrastructure to Support a CCSS led System Level 5 Predominance of a CCSS led System Align to Common Core Standards (CCS) Other school/district policies and practices drive professional development efforts Aware that professional development needs to be aligned with a CCSS-led system No consideration of student data in designing professional development Develop plan to align professional development with a CCSS-led system Emerging understanding of the significance of student data in designing professional development Implement a CCSS-led system aligned professional development plan Use student learning date to design professional development Continuous review of the professional development system Design targeted professional development using system-wide analysis of student learning data
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