Reimagining the School Day: Innovative Schedules for Teaching and Learning
A new report from the Center for American Progress suggests that American students would be better served if teachers were allowed more time to collaborate with colleagues, plan lessons, and review the effects of instruction. Education reform efforts in the United States have resulted in notable increases in the average length of the school day and the school year, expanding total instructional time for students. This means that teachers spend about 27 hours per week in face-to-face time teaching. Disappointingly, these efforts have not increased student achievement scores. An unintended consequence has been that American teachers typically spend significantly less time planning lessons than peers in nations such as Singapore and Finland, which are achieving better results. This report examines scheduling options that increase educator time to plan lessons. Examples of school schedules from across the United States are offered as a resource for schools systems looking to improve performance in this critical area of instruction.
Benner, M., & Partelow, L. (2017). Reimagining the School Day: Innovative Schedules for Teaching and Learning. Washington, DC: Center for American Progress.