Action Plan for Implementing Change in Addressing Overtesting and Enhancing Teacher Training in Education To Improve Common Core State Standards.

Introduction:

Over-testing and poor teacher preparation have been major issues in implementing the Common Core State Standards (CCSS). Over-testing has emerged as a major problem as educators and students are subjected to a bombardment of standardized exams, which may lead to a limited concentration on test preparation and a reduction in instructional time for deeper learning (Krashen, 2014; Kooiman et al., 2018). Furthermore, many instructors may still need proper training and professional development in order to execute the CCSS. They may need assistance in comprehending pedagogical changes, synchronizing curriculum and teaching, and meeting students’ different needs (Fuson et al., 2021). It is critical to address these issues in order to provide a balanced approach to assessment, to give instructors with the appropriate support and training, and to develop an educational climate that supports students’ growth and accomplishment.

This action plan offers ideas for effecting change in education to address overtesting and poor teacher preparation. The key goal is to eliminate overreliance on standardized testing and improve teacher professional development (Litkowski et al., 2020). This strategy intends to enhance student learning results, support holistic development, and provide equal educational opportunities for all kids by doing so. The plan specifies specified objectives, planned activities, a time range, identifiable stakeholders, and an assessment process to determine the efficacy of the proposed changes.

Goals

• Reduce overtesting: Reduce the frequency and reliance on standardized exams while maintaining accountability and compliance with educational standards.
• Improve teacher education: Provide comprehensive professional development programs to educate educators with the information and skills needed to successfully apply the Common Core State Standards (CCSS), supporting student engagement and accomplishment.

Actions

1. Review and revise assessment policies: This will entail working with key educational stakeholders such as teachers, administrators, and policymakers to assess existing assessment policies and identify opportunities to reduce over-testing as well as how to incorporate alternative assessment methods such as performance-based assessments and portfolios that provide a more comprehensive and authentic depiction of students’ abilities.
2. Create focused professional development programs.

After a successful policy review, strategic collaborations are developed with universities, educational organizations, and experienced educators to design and execute high-quality professional development programs. These programs will focus on CCSS-aligned instructional techniques, differentiation of instruction, assessment literacy, and technology integration into teaching practices.

introduce mentoring and coaching programs: Once the programs have been designed successfully, the next step will be to introduce mentoring and coaching efforts to assist teachers in effectively applying the CCSS. Experienced instructors or instructional coaches will provide direction, comments, and tools to improve instructional methods and meet individual needs.

Work with teacher education programs:

Fostering greater ties with teacher education programs ensures that pre-service teachers get enough training on the CCSS and are well-prepared to apply them in their classrooms, which is critical to the plan’s success. This would include providing these programs with materials and assistance to align their curriculum with the CCSS and best practices in teaching and assessment, as well as incorporating teacher feedback for successful cooperation.

Time line:

The action plan will be implemented over a three-year period, with the following steps:

Year 1: Review and revise assessment policies; form partnerships with universities and educational organizations for professional development initiatives

• Year 2: Launch professional development programs for teachers; and implement mentoring and coaching programs.
• Year 3: Strengthen relationships with teacher education programs; assess the efficacy of improvements introduced.

Stakeholders:

1. Teachers: Primary participants who will benefit from continuing professional development and assistance.
2. School administrators: Provide leadership, provide resources, and promote the planned changes’ implementation.
3. Education Policymakers: Work together to revise assessment policies and provide the appropriate resources and assistance.

Strategy for Evaluation:

The following evaluations will be used to determine whether or not the action plan was successfully implemented:

• Pre- and post-testing: Changes in teachers’ knowledge, attitudes, and behaviors relating to the Common Core State Standards and alternate assessment techniques should be measured.
• Conduct systematic observations in the classroom to examine the application of teaching techniques aligned with the CCSS and the usage of alternate assessment methods.
• Surveys and feedback: Collect input from teachers, administrators, and students to assess the success of professional development programs and suggest areas for improvement.
• Student accomplishment statistics: Examine student performance data to see how decreased over-testing and better teaching techniques affect learning results.

These evaluations would give enough information on the stakeholders’ receptivity to the action plan and the outcomes achieved, particularly in terms of assuring higher standards and learning competency among students. As a result, these evaluations are an essential component of the action plan.

The recommended measures attempt to build a balanced approach to assessment and improve teacher training, addressing the noted issues of over-testing and inadequate teacher preparation. We can establish an atmosphere favorable to successful teaching and learning by reducing the focus on standardized exams and providing teachers with extensive support and professional development opportunities. This action plan’s collaborative approach, integrating stakeholders and research-based tactics, guarantees that the changes are founded in the reality of the education system and have the ability to generate long-term beneficial effects on students’ educational experiences.

REFERENCES

Fuson, Karen & Clements, Douglas & Sarama, Julie. (2021). Commentary on “Alignment Between Children’s Numeracy Performance, the Kindergarten Common Core State Standards for Mathematics, and State-Level Early Learning Standards.” AERA Open. 7. 233285842110171. 10.1177/23328584211017148.

Kooiman, Brian & Kooiman, Brian & Supervisor, Clinical & Wesolek, Michael & Kim, Heeja & Li, Wenling. (2018). Common Core State Standards: Opportunities, Challenges and a Way Forward. International Journal of Arts and Social Science. Volume 1 Issue 2, July-August 2018. Pp 1-15. https://www.ijassjournal.com/2018/V1I2/384657202.pdf

Krashen, S. (2014). The common core: a disaster for libraries, a disaster for language arts, a disaster for American education. Knowledge Quest, 42(3), 36+. https://link.gale.com/apps/doc/A358193987/AONE?u=googlescholar&sid=bookmark-AONE&xid=0e170574

Litkowski, Ellen & Duncan, Robert & Logan, Jessica & Purpura, D. (2020). Alignment Between Children’s Numeracy Performance, the Kindergarten Common Core State Standards for Mathematics, and State-Level Early Learning Standards. AERA Open. 6. 233285842096854. 10.1177/2332858420968546.