school schedule change

PETER GOWWWW.NOTYOURFATHERSSCHOOL.ORG

[email protected]

SOME ASPECTS OF SCHEDULE CHANGE

ELEMENTS OF A SCHEDULE: STP2

Schedule Change/Peter Gow

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SpaceTimePeoplePrograms/policies (especially, those allowing/disallowing certain activities in certain times in certain places)

REMEMBER!


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The schedule must serve the curriculum; not the other way around

The schedule must serve the studentsSchedules built to accommodate

specific interests may not serve the needs of the many (which outweigh the needs of the few)

Schedule change is fundamental, and will feel like A Big Deal; be prepared to manage the change

HOW TO DEVELOP A SCHEDULE


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It’s all in the PROCESSAssess your needsLook at some big features (class length,

passing time, community gathering times, collaborative time) and decide what you really want

Assess your resources—People Assess your resources—SpaceAssess your priorities—ProgramSet your prioritiesTinker, and ask around

THE PERFECT SCHEDULE


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doesn’t exist. Every schedule is a compromise; the best you can hope for is to minimize the losses

There are only finite amounts of space and time and a finite number of people

There are infinite amounts of program and an infinite number of policies

When you mess with one element, you affect the other three

SOME DESIDERATA, Part I


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Don’t put the students in the middle—they shouldn’t have to be in two places at once

Student needs come first; faculty “desires” should not be addressed unless they positively affect the lives and work of the students

Student health and emotional needs come first

SOME DESIDERATA, Part II


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Collaborative time for faculty should be a priority

Pace the day, the term, the yearDon’t let facility parameters (gym or

dining space, for example) drive your schedule—or at least try not to!

Avoid time in small bits and piecesBalance academic and non-academic

time

EARLY STEPS


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Clarify your Big Picture curriculum and program goals; try a “Picture the Graduate” exercise

Analyze what you have; keep open to all possibilities Its rationale and history; be objective Gather any relevant data SWOT analysis might help

GENERATE WISHES, THEN PRIORITIZE


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“Blue sky” never hurt—but don’t make promises

Use a structured and finite process for gathering ideas from stakeholding constituencies (don’t forget students!)—but don’t make promises

Try to narrow final “wish list” down to a reasonable number of goals; 6 – 8 would be about right, knowing that not all will be met

ANTICIPATE PROBLEMS


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Where will the potholes be—the places where a new schedule will seem to disrupt or inconvenience?

Where will the roadblocks be—the places where something absolutely, positively cannot be done?

And what are the costs of working around these?

DESIGN/SEEK MODELS


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Ask aroundFind an outside expertInside experts are nice, too; buy them some graph paper

Visit some schools(Develop your skills at imagining how particular models might work at your school)

RUN A MODEL OR TWO UP THE FLAGPOLE…


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And see who salutes it/themDon’t be afraid of a savage critique, or of having to go all the way back to the drawing board

(This is a good time to remember the mantra, “The perfect schedule does not exist.”)

DON’T BE SURPRISED


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When some of the models ignite some heated discussions around constraint issues—for example The convenience of part-time staff The historical primacy of certain courses or

programs Cross-over teachers Interdivisional collaboration

DO YOUR HOMEWORK


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Data helps—gather all the relevant comparative information you can find: teaching time, wasted time, community time, number of transitions per day

If you find a living model that appeals, send your skeptics to live it for a while

Keep the process visible

DON’T WHITEWASH THE ISSUES


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Anticipate and acknowledge what you know you will be giving up

Anticipate and acknowledge what the positive benefits will be (use data here from other schools, if you have it)

Acknowledge that there will be unanticipated losses

Acknowledge that there will be unanticipated gains, too

MAP OUT AN ASSESSMENT STRATEGY


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What will be the early signs of success?What will be the metrics of success?Plan mid-year and one-year

assessments (but don’t make promises)Plan for a five-year reviewRemind folks that this is a big change,

and that it needs to be given time to take root and bear fruit

PLAN YOUR ROLL-OUT


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If your new schedule is quite different, plan an event to announce it to various constituencies, including (of course) families

Lots of faces to presentLots of data, lots of focus on processRefer to positive modelsRefer to assessment planRemind everyone: It’s for the kids!!

CELEBRATE!!


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Make the first year a year of measured celebration

(As you tweak and adjust and listen and learn)

Stay focused on the signs and metrics you had identified as measures of success

Be alert for pleasant surprises

school schedule change

Documents