Seek Opp ortunities for K–12 Articulation
One important step that you must consider as your
school transitions to new standards is making the
You must help the
leadership team
become experts in
each aspect of change
management, from
embracing the vision to
knowing the details of
the action plan.
34 z Principal Leadership z january 2012
curriculum seamless from kindergarten through high
school. To accomplish this, you must plan for and
model vertical articulation within your school and
through feeder systems. Resources from both assessment
consortiums can help educators begin this
conversation. For example, in both English language
arts and mathematics, progressions are identified so
that teachers can see how student knowledge and
skill advances from one grade to the next and from
one course to the next.
In Maryland’s larger districts, principals receive
guidance from the top to facilitate effective K–12
articulation, but across the country, this is not always
the case. But every principal, regardless of district size,
must seize this moment of transition to the CCSS
to focus on articulation opportunities with feeder
schools in his or her system. One district in Maryland
actually reserves an entire professional work day in
the spring for K–12 articulation. Principals who don’t
have this luxury can still devise a creative design to
bring teachers within feeder patterns together to
chew on this critical issue. When principals rally their
troops to embrace K–12 collaboration and community
building, students will benefit.
In Closing
Another thing to put on the already overflowing
plate of principals! We almost feel guilty, but timing
is everything. Four or five years from now, the CCSS
and the new summative assessments that are designed
to measure students’ college and career readiness will
most likely seem old-hat to principals. Until then, however,
principals must continually engage their school
communities in transition planning and implementation,
and become effective curriculum leaders now. PL
Seek Opp ortunities for K–12 Articulation
One important step that you must consider as your
school transitions to new standards is making the
You must help the
leadership team
become experts in
each aspect of change
management, from
embracing the vision to
knowing the details of
the action plan.
34 z Principal Leadership z january 2012
curriculum seamless from kindergarten through high
school. To accomplish this, you must plan for and
model vertical articulation within your school and
through feeder systems. Resources from both assessment
consortiums can help educators begin this
conversation. For example, in both English language
arts and mathematics, progressions are identified so
that teachers can see how student knowledge and
skill advances from one grade to the next and from
one course to the next.
In Maryland’s larger districts, principals receive
guidance from the top to facilitate effective K–12
articulation, but across the country, this is not always
the case. But every principal, regardless of district size,
must seize this moment of transition to the CCSS
to focus on articulation opportunities with feeder
schools in his or her system. One district in Maryland
actually reserves an entire professional work day in
the spring for K–12 articulation. Principals who don’t
have this luxury can still devise a creative design to
bring teachers within feeder patterns together to
chew on this critical issue. When principals rally their
troops to embrace K–12 collaboration and community
building, students will benefit.
In Closing
Another thing to put on the already overflowing
plate of principals! We almost feel guilty, but timing
is everything. Four or five years from now, the CCSS
and the new summative assessments that are designed
to measure students’ college and career readiness will
most likely seem old-hat to principals. Until then, however,
principals must continually engage their school
communities in transition planning and implementation,
and become effective curriculum leaders now. PL
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