Westowne Elementary teacher Kathleen Mannion has spent long hours after classes using a cumbersome website to access the curriculum she is supposed to teach the next day.
"I almost feel like I am living in an alternative universe," said Mannion, who told of how she and fellow teachers at the Catonsville area school regularly leave school at 9 p.m. "I do feel frustrated."
One month into the new school year and rigorous new standards known as Common Core, a number of glitches have arisen within Maryland's public school districts. In Baltimore County, officials are still writing local versions of the lessons. In Anne Arundel, teachers had trouble getting lesson plans because of a limited number of computers.
And in Carroll County, officials are debating whether the curriculum should have been implemented. The County Commissioners announced plans for a citizen study group to examine concerns about the impact of Common Core.
While proponents say the new standards put more emphasis on teaching students to analyze, write and read nonfiction, teachers, parents and others complain implementation has been rushed and some schools are ill-prepared.
Baltimore County Superintendent Dallas Dance acknowledged problems but expressed confidence the glitches would be worked out, and that teachers and students would adjust.
"We are building the plane as we fly it," he said, adding, "but let's be clear our passengers are safe."
The Baltimore County teachers' union has fielded dozens of complaints on behalf of elementary teachers working as late as 10 p.m., as they grapple with accessing the new language arts lessons, and parents say they are concerned their children are being put at a disadvantage.
Carmita Vogel, the parent of a third-grader at Cedermere Elementary near Reisterstown, said it's unfair to put "amazing" teachers in a situation where they can't do their best.
The school system "needs to do their job. Their approach to this is shoddy at best," Vogel said.
Shirelle Jones, a teacher at Chatsworth Elementary School in Reisterstown, said teachers have not received proper training. At her school, she said, the principal has pitched in to help train teachers.
"We are all pretty stressed and confused right now," Jones said, referring to teachers' problems accessing the curriculum. "We are truly fortunate to have a principal who understands our pain. We are all trying to fly the plane while we are making it."
Mannion, who is a veteran teacher, said when she signs on to the Baltimore County school website that allows her to see part of the curriculum, it takes her dozens of clicks to locate the materials and the remainder of the lessons she needs to teach.
County officials say they are working to correct the problems. The chief academic officer, Verletta White, said officials expected the transition to be challenging.
"We do care about and value how we are supporting our school-based personnel," she said.
She added the school system has been delivering printed versions to schools for teachers until computer access is improved, probably by the end of October.
The county has not attempted to put its middle or high school English lessons on the digital platform yet, according to White. In the meantime, White said, teachers have been given training on how to adapt the old curriculum to the Common Core and have been told to work the new standards into their existing lessons.
Curriculum, teachers say, is at the heart of what goes on in the classroom. The Common Core standards tell teachers what students should know at a certain grade level, but they don't dictate how those skills are taught.
For instance, the new standards state that by the end of fifth grade, students should be able to "compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text."
But it is left up to local school systems to decide what poetry or stories the fifth-graders read and how they are taught to compare and contrast characters.