New Teachers’ Implementation of the Common Core State Standards

Abstract

This study investigates new teachers’ challenges in implementing the secondary mathematics and English Common Core State Standards (CCSS) using a survey approach that addressed 17 secondary mathematics and English teachers’ understanding and implementation of the CCSS and their needs for collaboration with peers in a positive learning community. The findings included new teachers’ perspectives about their lack of preparedness and their challenges in understanding the CCSS language, content, and student learning. The teachers also reported difficulties in working with veteran teachers. The teachers described needing preparation during their teacher education programs; collaboration among teachers of similar content areas, programs, and schools; and professional development and support from administrators.