One educator, four perspectives: Where the standards have taken us in English education within the United States

Abstract

Purpose

The author of this paper aims to reflect on the past 14 years of English education in the USA and the resulting effects of state standards and standards implementation on secondary English teachers.

Design/methodology/approach

Controversy surrounding standards implementation often includes balancing the struggle between teacher autonomy and district-mandated curriculum. The journey described here includes four roles in education: first, an undergraduate in a teacher education program at a state university; second, a classroom teacher learning to create pacing guides based on the standards; third, a graduate student writing a dissertation about standards implementation; and, fourth, a teacher educator who works with pre-service and practicing teachers.

Findings

Educators at all levels must determine how to best navigate standards to help students succeed in the classroom, and what teaching practices must endure even in the face of increased standardization.

Originality/value

Lack of curricular autonomy and few teacher-centered professional development opportunities during early standards implementation experiences led the author to understand the importance of a workshop model of standards implementation for teachers. In addition, strong support for reading and writing workshops in the secondary English Language Arts classroom is also provided, including the specific Common Core Standards met during these classroom activities.

Citation

Stearns-Pfeiffer, A. (2015), "One educator, four perspectives: Where the standards have taken us in English education within the United States", English Teaching: Practice & Critique, Vol. 14 No. 3, pp. 260-269. https://doi.org/10.1108/ETPC-03-2015-0025