Instructional Supports for Teachers

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When standards-based reform got underway in the United States, the main tasks were divvied up. States would assume responsibility for setting standards, developing assessments, and designing accountability systems. Local school districts, schools, or individual teachers themselves would be responsible for deciding how to help students reach the standards.

The theory behind this division of labor was a good one, but it has worked out horribly in practice. Why? Because most districts simply don’t have the wherewithal to develop high-quality aligned curricula, lessons, or the diagnostics or tests teachers need.

Read more about instructional supports for teachers in this Fact Sheet.