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The author assumes that all teachers prioritize standards. 

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The author assumes that all teachers prioritize standards. 

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I agree with Collaboratively prioritizing the standards creates greater clarity around what teachers should teach and students should learn.

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I agree with Collaboratively prioritizing the standards creates greater clarity around what teachers should teach and students should learn.

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Work collaboratively to prioritize standards. 

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Work collaboratively to prioritize standards. 

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Just because you prioritize collaboratively doesn't mean that there will be a consensus. 

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Just because you prioritize collaboratively doesn't mean that there will be a consensus. 

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The author assumes that teachers prioritize standards that are tested.

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The author assumes that teachers prioritize standards that are tested.

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I agree with prioritizing our teaching around the most important things.

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I agree with prioritizing our teaching around the most important things.

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It's hard to argue with anything the text is saying, but I would argue that some of this work is hard to do with curriculum that is new and provided. Now that we have used envision and EL for a year, perhaps we can start prioritizing and adapting the curriculum to fit our needs. 

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It's hard to argue with anything the text is saying, but I would argue that some of this work is hard to do with curriculum that is new and provided. Now that we have used envision and EL for a year, perhaps we can start prioritizing and adapting the curriculum to fit our needs. 

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I'm looking forward to adapting our curriculum in order to prioritize it for what our students need. 

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I'm looking forward to adapting our curriculum in order to prioritize it for what our students need. 

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The author assumes that all teachers naturally prioritize what they teach. However, they struggle with what should be prioritized.

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I agree that instructional teams should work together to prioritize standards and guide instruction.

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I look forward to applying the R.E.A.L. criteria as our team identifies which standards to prioritize.

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The author doesn't consider centralized decision making.

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That teachers have systemic opportunities to collaborate and discuss standards.

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That teachers have systemic opportunities to collaborate and discuss standards.

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I agree that teachers should have ample time to collaborate and discuss these important topics.

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I agree that teachers should have ample time to collaborate and discuss these important topics.

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Teachers currently do not have this much power when it comes to which standards should be taught. 

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Teachers currently do not have this much power when it comes to which standards should be taught. 

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Work as a school team to prioritize standards using this method.

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Work as a school team to prioritize standards using this method.

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How will this work align with what we are already doing and not just be one more thing.

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The author assumes teachers have sufficient time to prioritize standards prior to teaching a unit, as well as assuming teachers have a working knowledge of the vertical alignment

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I agree with the benefits of working collaboratively to prioritize standards in an effective and efficient manner, one that is not rushed or postponed until immediately prior to teaching a unit

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The systems, structures, and equity of voice required for this to work are not present in the majority of schools or PLCs.

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I aspire to actively participate in PLCs and be a part of the conversations in prioritizing stands

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The author assumes that teachers only teach the standards they know best, like best or the ones that are on states tests.

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The author assumes that teachers only teach the standards they know best, like best or the ones that are on states tests.

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That all teachers understand and have an agreed upon set of prioritized standards.

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There is a need to understand what the standards are and which are prioritized or are the POWER standards for learning.

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How do you capitalize on this work and create a system or culture that teachers all understand and know the importance of each item being tuaght.

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To have a PLC that is less about the day to day "what needs to be taught" and focus more on what do our students need to know and how do we get them there.

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I agree that teachers should collaborate and prioritize the standards to minimize confusion on what students should learn.

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I agree that teachers should collaborate and prioritize the standards to minimize confusion on what students should learn.

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I aspire to implement the REAL criteria not only to help prioritize standards, but to also help effectively equip or scholars for the future.

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I aspire to implement the REAL criteria not only to help prioritize standards, but to also help effectively equip or scholars for the future.

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Teachers don't have that much of a choice in what they teach. We are expected to teach all standards, not just the ones they prioritize.

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Teachers don't have that much of a choice in what they teach. We are expected to teach all standards, not just the ones they prioritize.

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The author assumes that teachers only teach the standards that are most important. 

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The author assumes that teachers only teach the standards that are most important. 

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I agree that teachers should work within their PLC to prioritize which standards are most important for students to master. 

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I agree that teachers should work within their PLC to prioritize which standards are most important for students to master. 

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Teachers do not get to choose the order or way we teach standards. We are expected to teach them based on how the curriculum lays them out. 

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Teachers do not get to choose the order or way we teach standards. We are expected to teach them based on how the curriculum lays them out. 

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I aspire to have more meaningful conversations in our PLC about prioritizing standards. 

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I aspire to have more meaningful conversations in our PLC about prioritizing standards. 

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The author assumes that teachers prioritize standards based on what they have the most materials or background on.

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I agree that power standards are important to ensuring student success across grade levels, not just for a grade test.

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Teachers may agree on power standards, but ultimately we are directed on what and the order we are to teach them by the district.

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I aspire to look across grade-levels in PLC in helping identify and plan for power standards. This is important for identifying where students are struggling. For example, maybe they are still progressing on a place value standard in 3rd grade, but are in 5th grade.

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Even though we are not using Common Core standards, this is something that I used in a previous district when we were. It was a very helpful tool in PLC, especially when we were discussing data.
https://achievethecore.org/page/1118/coherence-map

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That all teachers prioritize the standards and that most of them have no set criteria for doing this.

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That all teachers prioritize the standards and that most of them have no set criteria for doing this.

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I agree that sometimes you do have to prioritize standards. This is done due to time constraints for the year and where each class is performing.

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I agree that sometimes you do have to prioritize standards. This is done due to time constraints for the year and where each class is performing.

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I think the reasons teachers prioritize standards are for deciding how much time to spend on them now what we should teach as that is dictated to us by our district.

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I think the reasons teachers prioritize standards are for deciding how much time to spend on them now what we should teach as that is dictated to us by our district.

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I would like to aspire to look more broadly about when and how students will use these standards. For example are they just useful for standardized testing, is this a life long skill, or one that they will use if they choose to seek college level courses.

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I would like to aspire to look more broadly about when and how students will use these standards. For example are they just useful for standardized testing, is this a life long skill, or one that they will use if they choose to seek college level courses.

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The teacher assumes that teachers prioritize the standards they know best.

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The teacher assumes that teachers prioritize the standards they know best.

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I agree that teachers should collaboratively determine which standards are the most prioritization, this might happen at the end of the year or at times when there are pressing time constraints.

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I agree that teachers should collaboratively determine which standards are the most prioritization, this might happen at the end of the year or at times when there are pressing time constraints.

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I would argue that teachers can work together to prioritize standards. However, we are often left to district or curriculum guidelines expect standards and units be taught in a particular order.

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I look forward to utilizing the REAL Criteria in future PLCs.

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I look forward to utilizing the REAL Criteria in future PLCs.

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The author assumes that teachers prioritize and teach the standards they know best. 

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The author assumes that teachers prioritize and teach the standards they know best. 

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I agree that teachers should work collaboratively to prioritize standards so that students are learning and being assessed on similar things. 

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I agree that teachers should work collaboratively to prioritize standards so that students are learning and being assessed on similar things. 

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I would argue that the collaborative prioritizing of standards is great in an ideal world, but in CMS we are given the order in which to teach standards and are teaching from fairly scripted curriculums with little time for freedom of teaching important standards. 

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I would argue that the collaborative prioritizing of standards is great in an ideal world, but in CMS we are given the order in which to teach standards and are teaching from fairly scripted curriculums with little time for freedom of teaching important standards. 

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I aspire to really dive into the standards especially with EL. This year we missed out on teaching some standards because EL did not cover them. Next year if we collaboratively plan out our LA standards, we can make sure we are hitting all standards and teaching effectively. 

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I aspire to really dive into the standards especially with EL. This year we missed out on teaching some standards because EL did not cover them. Next year if we collaboratively plan out our LA standards, we can make sure we are hitting all standards and teaching effectively. 

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I agree with this quote Whether we acknowledge it or not,the truth is teachers are prioritizing standards all the time and effective principals take advantage of the significant benefits the process has for their schools.

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I agree with this quote Whether we acknowledge it or not,the truth is teachers are prioritizing standards all the time and effective principals take advantage of the significant benefits the process has for their schools.

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timing is everything and most schedules do not offer adequate time to cover all that is needed and reteach areas that need to be revisited

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timing is everything and most schedules do not offer adequate time to cover all that is needed and reteach areas that need to be revisited

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embrace our collective resources to provide support for all students 

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embrace our collective resources to provide support for all students 

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Act- there is a saying that if you know better, do better. We have all have a responsibility to act on behalf of students with integrity and intentional planning

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Act- there is a saying that if you know better, do better. We have all have a responsibility to act on behalf of students with integrity and intentional planning

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Author assumes that all teachers prioritize standards they teach

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The author assumes that teachers prioritize the standards that they know the best.

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The author assumes that teachers prioritize the standards that they know the best.

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I agree with prioritizing the standards and that it sharpens the focus on what students should learn.

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I agree with prioritizing the standards and that it sharpens the focus on what students should learn.

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I agree prioritizing the standards allows teachers to adopt effective instructional practices.  

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I agree prioritizing the standards allows teachers to adopt effective instructional practices.  

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Teachers do not have a say in what they teach. The standards are laid out for us and we are expected to teach them.

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Collaboratively prioritizing standards

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I want to argue that teacher's do not have a say in what they teach. We are expected to follow what has been given to us.

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Collaboratively prioritizing the standards.

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The author assumes that all teachers prioritize the standards based on their own opinion of which ones are most important to teach.

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The author assumes that all teachers prioritize the standards based on their own opinion of which ones are most important to teach.

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I agree that it is a good idea to prioritize and teach the important standards that will be most beneficial in the students' future.

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Teachers don't get the choice to decide which standards are most important. Teachers teach what they are told by the district.

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I would like to collaborate with my team to share our views of which standards to prioritize.

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That all teachers prioritize standards based on their own opinion

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That all teachers prioritize standards based on their own opinion

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I agree with prioritizing our teaching around best practices and knowing the content we teach

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I agree with prioritizing our teaching around best practices and knowing the content we teach

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I aspire to create a PLC that works collaboratively and looks at the broader scope.

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I aspire to create a PLC that works collaboratively and looks at the broader scope.

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Teachers have the capacity to understand what each standard means and how to teach it.

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I agree that there are multiple steps to take when analyzing standards and how to most effectively teach them. 

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I agree that there are multiple steps to take when analyzing standards and how to most effectively teach them. 

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Articles tend to theorize best practices, but the reality of seeing them through within the time and schedule restraints can be difficult. 

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Articles tend to theorize best practices, but the reality of seeing them through within the time and schedule restraints can be difficult. 

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Leverage- being able to use what we learn to maximize teaching and assessing student learning. 

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Leverage- being able to use what we learn to maximize teaching and assessing student learning. 

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That teachers are prioritizing standards and disagreeing.

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I agree that as a team, evaluating material/standards using set criteria can be helpful.

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I think that some of the REAL criteria could still be disagreed over, given the team.

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With a year of the curriculum under our belt, I'd like to dig through it a little deeper with a standards based mindset with my team.

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The author is assuming teachers already know how to deliver the content and prioritize the standards

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I think you should dissect the standards. It is important especially looking at vertical planning.

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Most of the time, teachers to not get to pick the scope or sequence. They are given both.

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The author assumes that all teachers prioritize standards and that teachers know, understand and do this independent of what is outlined within the curriculum.

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I agree that collaborating with a team is the most effective option to ensure consistency and continuity across the content area.

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I disagree with the assumption that teachers are given the autonomy to determine/prioritize the standards they teach. In most cases, teachers prioritize standards based upon their understanding of what students will be tested on, not on what they think is important for students to know and learn.

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I aspire to identify a process (i.e. R.E.A.L) to prioritize standards to teach.

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The author assumes that teachers will prioritize standards. Individually, different standards will be prioritized. However, Collaboratively prioritizing the standards creates
greater clarity around what teachers should teach and
students should learn.

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I agree with collaboratively prioritizing the standards.

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Teachers do not have the autonomy to select/prioritize the standards they are normally set by the district.

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Using the R.E.A.L. to prioritizing standards.

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That all teachers prioritize certain standards.

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Yes, clearly some standards are more important than others and should be treated as such.

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The main points of the article seem correct.

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Being able to filter through and figure out which standards are most important.

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It assumes teachers only prioritize standards that they know

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I do agree that some standards are more important than others and that teachers should collaborate on them.

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That teachers always prioritize standards, even if they don't say so.

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That teachers always prioritize standards, even if they don't say so.

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I agree that some standards are more important, especially the "readiness" standards.

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I agree that some standards are more important, especially the "readiness" standards.

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That prioritizing standards is something done routinely.

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I don't agree that an individual teacher or even a small team of teachers always has the expertise or breadth of experiences to determine which standards are most important.

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I don't agree that an individual teacher or even a small team of teachers always has the expertise or breadth of experiences to determine which standards are most important.

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You can't say everything is the priority so you have to make a choice about what truly is.