The Common Core State Standards in Mathematics and Next Generation Science Standards encourage substantial shifts in teaching, but how to enact change is not specified. This mixed-methods exploratory study shows how different implementation supports were related to teachers’ use of standards-aligned instructional practices in the Chicago Public Schools. It provides comparative evidence that professional learning opportunities were strongly related to instructional practices, whereas curriculum and instructional resources had more modest and mixed relationships. In particular, collaboration with colleagues around instruction had consistently positive relationships with instructional practices in math and science, and these relationships were as strong among teachers who perceived many barriers to standards implementation as those who did not. We discuss implications for education leaders as they make decisions about how to best support teachers in standards-aligned math and science instruction.

数学共同核心州标准和下一代科学标准鼓励教学中的重大转变，但没有具体说明如何实施变革。这项混合方法的探索性研究表明，不同的实施支持如何与芝加哥公立学校教师使用符合标准的教学实践相关。它提供了比较证据，表明专业学习机会与教学实践密切相关，而课程和教学资源的关系更为温和和复杂。尤其是，在教学方面与同事的合作与数学和科学的教学实践一直保持着积极的关系，而且这种关系在那些认为标准实施存在许多障碍的教师中与那些没有这样做的教师一样强。