Reimagining the School Day: Innovative Schedules for Teaching and Learning

Autor/inn/en	Benner, Meg; Partelow, Lisette
Institution	Center for American Progress
Titel	Reimagining the School Day: Innovative Schedules for Teaching and Learning
Quelle	(2017), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	School Schedules; Educational Innovation; Educational Planning; Elementary Schools; Secondary Schools; Teacher Collaboration; Individualized Instruction; Block Scheduling; Small Group Instruction; Independent Study; Educational Objectives; Models; Massachusetts; Connecticut (New Haven); New York (New York) + Suchen Sie Ihr Suchwort? Schulzeiteinteilung; Instructional innovation; Bildungsinnovation; Bildungsplanung; Elementary school; Grundschule; Volksschule; Sekundarschule; Lehrerkooperation; Individualisierender Unterricht; Block teaching; Blockunterricht; Stundentafel; Selbststudium; Educational objective; Bildungsziel; Erziehungsziel; Analogiemodell; Master-Studiengang
Abstract	The squeeze for time to plan lessons and complete other administrative tasks shapes a school's professional environment and, ultimately, affects the quality of instruction. As teachers are largely separate from other educators during instruction, lack of time for collaboration can be very isolating. More than half of lower secondary school teachers in the United States report that they do not teach jointly or observe other teachers. Such practices can improve teaching quality by granting teachers opportunities to receive feedback on their lesson execution and infuse new best practices into their repertoire. In addition, providing teachers with more time to plan and attend to other responsibilities throughout the school day creates systematic opportunities to support new teachers and stretch more seasoned teachers--increasing the likelihood of teacher retention. During this structured planning time, new teachers should receive the coaching and personalized training they need to maximize their effectiveness and meet their professional goals. Meanwhile, experienced teachers can pursue leadership roles or coach new teachers. Fortunately, schools can look to several promising models to change their typical schedules. The Center for American Progress (CAP) compiled five of these innovative school schedules: (1) Guilmette Elementary School (Lawrence, Massachusetts); (2) Achievement First Greenfield middle school schedule (New Haven, Connecticut); (3) Generation Schools secondary school model (Brooklyn, New York); (4) Model elementary school schedule (created by Lexie Woo); and (5) Model high school schedule (created by Crischelle Navalta, Jillian Harkins, Mary Kreuz, Megan Williams, and Amanda Zullo). Some of these schedules have already been implemented in schools across the country to improve instruction and ensure that teachers have ample time to teach, prepare, and develop their craft. CAP has also included teachers' ideas for alternatives to the traditional school day model. While each example schedule varies, there were similarities in how school leaders and teachers at each school reimagined the use of time. These innovative schedules all included: (1) Additional time for planning and collaboration; (2) Flexible instructional blocks to differentiate content to student need; and (3) Opportunities for small group instruction or student-directed learning. (ERIC).
Anmerkungen	Center for American Progress. 1333 H Street NW 10th Floor, Washington, DC 20005. Tel: 202-682-1611; Web site: http://www.americanprogress.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01