Fostering Collaboration Among Middle-School, High-School, and College Teachers
The State recently adopted the Kansas College and Career Ready Standards (aka "Common Core State Standards" or “Common Core”). Although Common Core significantly alters how middle and high schools teach writing, most college-level writing teachers know little about these changes, including the restrictions and responsibilities imposed on middle- and high-school writing teachers. Should college-level instructors know more about these mandatory standards that will shape their incoming college students?
The converse is also true: because public school teachers must focus so intensely on standardized assessment results, those teachers have limited time to focus specifically on what college instructors expect from incoming students. Should 6-12 writing teachers be less concerned about the assessments and concentrate more on building specific skills for college writing?
This issue of Kansas English is intended to start a conversation across the boundaries that often separate teachers in middle-school, high-school, and college writing programs. How can we collaborate across institutions and support each other more effectively? To what extent should a student’s writing education be a planned series of steps, with each program from middle-school through college deliberately integrated into what comes before and after? How might such collaboration and planning benefit students? Or might such a tightly planned curriculum harm do more harm than good? How can we come together to help our students develop the writing skills they need for the 21st century?
Submissions Due: April 1, 2014
Send submissions to http://kansasenglish.org/kansas-english-call-papers or email@example.com.