Role .us



Below is a variety of possible school roles and related task descriptions to support the implementation of the Common Core State Standards (CCSS). Determine the roles and tasks your district team will use, adding and subtracting as needed to fit local needs.

|Role |Suggested Task Descriptions |Your Task Descriptions |

|Superintendent |Assemble and provide leadership to district planning/transition | |

| |team | |

| |Provide information continuously to all district and community | |

| |stakeholders regarding implementation timelines | |

| |Oversee development of objectives and long-term plans for | |

| |curriculum, instruction, and assessment | |

| |Maintain open lines of communication with staff, students, | |

| |parents, and community | |

| |Monitor and evaluate student performance and other programmatic | |

| |outcomes | |

| |Inform students, staff, parents and school community of CCSS | |

| |implementation requirements | |

|Administrator |Assign key responsibilities and roles | |

| |Update stakeholders on school progress in implementation of CCSS| |

| |Lead building level team in planning and implementation of | |

| |curriculum and assessment program adjustments | |

| |Allocate resources to support district and/or building level | |

| |transition efforts | |

| |Oversee the development or revision of current local policy | |

|Curriculum Director -or- |Lead efforts to align current curriculum to CCSS | |

|Director of Instruction |Identify gaps in current curriculum that will need to be | |

| |addressed | |

| |Identify potential solutions to curriculum gaps | |

| |Communicate regularly with teaching and administrative staff on | |

| |the curriculum gaps identified and | |

| |Direct the development of curriculum materials, as necessary | |

| |Plan for the instructional and curriculum needs of Special | |

| |Education, English Language Learners, and Talented & Gifted | |

| |students | |

| |Identify grade bands that will be most impacted by the | |

| |transition to CCSS | |

| |Coordinate the development or revision of current local policy | |

| |Identify professional development needs | |

|Assessment Director |Stay informed regarding the state-level plans for transitioning | |

| |to the Common Assessment, and other accountability related | |

| |activities | |

| |Evaluate current district assessment plan/schedule and identify | |

| |potential gaps that may need to be addressed | |

| |Determine testing schedule based on local implementation | |

| |timeline | |

| |Communicate with staff and administration on the appropriate | |

| |uses of formative and summative assessments | |

| |Evaluate uses of local performance assessments (work samples) | |

| |Ensure a consistent approach to the administration of work | |

| |samples across the district | |

| |Coordinate the development or revision of current local policy | |

| |Identify professional development needs | |

| |Develop an understanding of the CCSS | |

| |Understand the alignment (both vertical and horizontal) of | |

|Classroom Teacher |current curriculum to CCSS | |

| |Identify gaps between current curriculum and CCSSs– curriculum | |

| |mapping | |

| |Work with PLCs to identify potential solutions for curriculum | |

| |gaps | |

| |Identify resource needs | |

| |Develop timeline for addressing curriculum gaps and beginning | |

| |instruction based on CCSS | |

| |Identify professional development needs | |

| |Monitor progress of CCSS implementation and student performance | |

| |Update individual students and parents regularly on progress of | |

|Guidance Counselor |CCSS implementation | |

| |Understand and communicate the importance of the CCSS, and how | |

| |they better prepare students to enter the workforce or | |

| |postsecondary institutions | |

| |Develop a plan to communicate to stakeholders and community | |

| |members regarding student performance on the CCSS | |

| |Evaluate and adjust individual student planning processes and | |

| |responsive services, as necessary | |

| |Understand graduation and Essential Skills requirements | |

| |throughout transition to CCSS | |

| |Assure that student’s IEP or other educational plan identifies | |

| |appropriate targets | |

|Special Program Teacher |Assure that instruction and programmatic services are adjusted | |

|(SPED, ELL/LEP, Title programs) |as necessary | |

| |Monitor student performance throughout transition to CCSS | |

| |Understand state-level plans for transitioning to the Common | |

| |Assessment | |

|School Test Coordinator |Schedule statewide and other standardized testing, as necessary | |

| |Collaborate with building staff to identify students needing | |

| |additional assessment opportunities | |

| |Understand the implementation timeline for the CCSS | |

|School Board Member |Identify policy issues that will need to be addressed as part of| |

| |the transition to CCSS (development or revision) | |

| |Ensure district staff and planning for curriculum, | |

| |instructional, and assessment adjustments, as necessary | |

| |Develop communication strategy for local community members which| |

| |describes implementation timeline and milestones | |

| |Ensure transparency of budgetary impact, program outcomes, and | |

| |student performance with regard to transition activities | |

| |Become aware and understand the CCSS | |

|Parent |Maintain regular communication with local district/school staff | |

| |regarding implementation timeline | |

| |Attend local school board meetings to stay informed on local | |

| |policy issues related to the implementation of CCSS | |

| |Engage school staff to identify impact on individual student(s) | |

| |Provide parent perspective to district staff, administrators and| |

| |school board members regarding instruction, assessment, and | |

| |general policy decisions | |

|Student |Understand the CCSS by gathering information (Common Core | |

| |website - , etc…) | |

| |Request information, in plain language, that describes the local| |

| |plan for transitioning to the CCSS | |

| |Provide student perspective to district staff, administrators | |

| |and school board members regarding instruction, assessment, and | |

| |general policy decisions | |

| |Attend public meetings, such as the local school board, to stay | |

| |informed on local policy decisions related to implementation of | |

| |the CCSS | |

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Supporting the Transition:

Suggested Roles and Responsibilities

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