|Image Credit: NasimAhmed96$, CC BY-SA 4.0|
Yesterday we had teams visit us from a couple of other local districts. One of the side conversations at the beginning of the open house was about schedules. The concept of a block schedule was tossed about in comparison to a rotating, eight-period day. The participants in the conversation seemed to agree that the block was the preferred schedule and discussed the two models as though those were the only allocations of time.
As I eavesdropped on that conversation it reminded me of an initiative being undertaken in my previous district: a review and possible revision of the daily schedule. Now in my 24th year as an educator I need both of my hands to count the number of times I have participated in a committee that was charged with reviewing and proposing revisions to the daily schedule. Each committee worked in the same way: what are other similar schools doing? what are the costs/benefits of those types of schedules in our school? How can we tweak our schedule a little to make apparent improvements without really upsetting the apple cart. Ultimately, changing very little in terms of the quality of teaching and learning vis-à-vis the allocation of time.
Time is a resource like computers, classrooms, athletic equipment, staff members, etc. While it may be intangible, it still should be considered in the same way other resources are considered: what are our educational priorities and how do we allocate our resources to maximize fulfilling those priorities? It was the focus on that question that set the current initiative in my previous district apart from any other schedule revision I had experienced. The process began with the faculty discussing and determining what their educational priorities were. These priorities were then separated into categories: which were non-negotiable and which were secondary drivers?
Consider this list of priorities:
- one-on-one meeting time with students
- minimizing interruptions to instructional time for "special events"
- PLC or other meetings of faculty instructional teams
- genius hour, passion projects, etc.
- advisory program
- flexible instructional minutes
- maximizing the number of courses a student can take
- study halls, extra help OR maximizing course enrollment and minimizing study halls
- capping class size
How might time be sliced, diced, and served if these are the criteria that determine the best schedule? What secondary benefits does this allocation of time create? What costs are associated with this schedule? Ultimately, does satisfying the non-negotiables make paying the costs a worthwhile trade-off? If not, were you honest about your priorities?
How is the schedule that emerges different if these are the priorities:
- all classes meet everyday
- changing district test scores
- aligning with assessments for AP, IB or other standardized curricula
- ease of moving students from one section of a course to another
- ease of accommodating students new to the district into the course offerings
Return to the same reflection questions: how must time be divided to satisfy these requirements? what other benefits will the school realize because of this allocation of time? What costs are associated with this schedule? Ultimately, does satisfying the non-negotiables make paying the costs a worthwhile trade-off? If not, were you honest about your priorities?
Just a little food for thought to start the new year!