Time for Teachers: Leveraging Time to Strengthen Instruction and Empower Teachers examines 17 high-performing and fast-improving schools around
the country that have taken advantage of expanded school schedules to provide
students with more time for engaging academic and enrichment classes and
teachers with more time to collaborate with colleagues, analyze students data,
create new lesson plans, and develop new skills.
On average, U.S. teachers spend approximately 80 percent of
their time on instruction, while the international average for countries
reporting data to the OECD is 67 percent. Meanwhile, teachers in the schools
featured in Time for Teachers spend 60 percent of their expanded school
schedule on direct instruction with 40 percent of their time on collaboration,
coaching, one-on-one support, and other activities.
Time
for Teachers explores the ways in which an expanded schedule creates
opportunities for schools to invest in six teacher development practices:
(a)
collaborative lesson planning
(b)
embedded professional development
(c)
summer training
(d)
data analysis
(e)
individualized coaching
(f)
peer observation
The
report includes examples and vignettes from the 17 schools, and extensive guidance
for districts and schools looking to improve their professional development
programs. As educators interviewed for the report attest, additional time is a
lever that allows them to collaborate without sacrificing instructional time.
That said, the practices described in the report are transferrable to schools
with conventional schedules that are looking to improve how they are using
existing time in their school day.
Three
overarching themes emerge from these practices across the Time for Teachers schools — themes that
reinforce what other effective-practices research on teacher development has revealed.
These themes have important implications for how practitioners and policymakers
organize and optimize time for teacher development.
•
Professional culture matters. Educators share a commitment to continuous
improvement. Teachers and administrators embrace feedback, reflect openly on
challenges, and value the input and ideas of their colleagues. School leaders
work to create a climate that fosters professional growth.
•
Teachers are leaders. Teachers serve as mentors and coaches for their
colleagues, lead team meetings, design curricula, model instructional
practices, and share their expertise. All teachers are deeply invested in
strengthening instruction, not only in their classrooms but across the whole
school.
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