For several years, my building has been identifying and aligning curriculum to standards--first state standards and now Common Core Standards--with part of this process being the identification of the Power Standards! each unit of instruction is to focus upon.
Simultaneously, we are gearing up for a new teacher evaluation system which figures heavily on a teacher's ability to define what his/her students' learning targets are and assess and document student progress toward those targets.
To an extent, both have been an uneasy fit for me as a high school English teacher. It is not so much in the philosophies underpinning these movements. It is that no one that I talk to seems to understand what I've started calling "The English Problem."