Schedule: noun vs. verb

June 24, 2014

I am grappling with the whole idea of schedule, scheduling, scheduled.  There is such a need for a schedule, but there is also such a need for flexibility.  I am fortunate enough to have the opportunity to listen to teachers think through their teaching/learner needs, think/talk about options and propose a solution. Very empowering and intimidating at the same time. This will be my 2nd year working with this team and I'm fairly certain I will be full-time at this school.  Lots of opportunity for us to get this right or at least closer.

We are an MPCL school and with that comes a framework for instruction that does "drive" the "schedule" a bit.  It is an integrated framework that includes readers' (75 min.) and writers workshop (60 min.), language studies (20 min), word work(15 min.), and content area (this includes math (60 min.), science, social studies) studies.  Within that framework we use the framework of a mini-lesson (demonstration (10-15 min.), guided practice (10 min.), independent practice(30-45 min.), share/closure, debrief (5 min.)).  This follows the socio-cognitive apprenticeship theory.  I am also in an elementary school with art, music, gym, library, lunch/recess and breakfast.  It's a 6.5 hour student day!

We have a large special education population that includes the district's day treatment program and our Title I population is at an all time high.  We need to layer instruction within the workshops which means students need to be available for mini-lessons (first 15 min. ish) and then receive supplemental instruction.  We have limited resources.  It would seem that we need a fairly well orchestrated schedule in order for the supplemental people (special educator, interventionist (new position), and coach) to supplement.  Teachers want to "share" students yet instruction isn't aligned and our struggling population is very instruction sensitive.  They spend their time trying to figure out what they are suppose to do in these parallel, instructional universes.

There has been a great deal of autonomy as to when teachers teach what they teach within their classroom.  There were times of the day when supplemental just couldn't happen as a result.  With limited resources yet a serious need for layered instruction, we really need a school wide structure for "scheduling".

Prior to reading chapter 4, I was all for a very structured schedule until we could get the supplemental services delivered in a layered way while we were improving our instruction practices as a team.  I am starting to think we might be able to do both. First of all we need to think of "schedule" as a verb and not a noun. Then the three aspects of chapter 4 that I think we can use to help us think through this is the notion of time as currency, cooperative grouping and virtual vs. physical space.  I'm thinking that within workshops we can determine time needed for projects, group cooperatively and by choice and allow for contact physically or virtually.  As always it will require a well thought out instructional plan, but I can see some areas for flexibility while we work on the areas that really need some structure to them.