Investing the time to learn

by Stephanie Hirsh
RESULTS - October 1997

Time is our most precious resource. We are each given the same 24 hours a day. How we use this gift impacts the results we get in schools. One of the most important decisions for a school team or district leadership regards allocating time to address its priorities and achieve district and school goals.

"We recommend that teachers be provided with the professional time and opportunities they need to do their jobs," concludes the National Education Commission on Time and Learning in its l994 report, Prisoners of Time.

School reform efforts have taught us that more time is needed for staff learning and collaborative work. Staff development days are grossly insufficient for the demands we face.

The NSDC board has resolved that adequate time is 20 percent of an educator's work week -- or the equivalent of one day out of five for different forms of professional learning.

Staff members could productively spend their time in any of the following ways: planning lessons with colleagues; observing and coaching in each other's classrooms; attending seminars; conducting action research; participating in a study group; mentoring a new teacher; developing curriculum; doing school improvement planning; and examining new technological resources to supplement lesson planning.

The list could go on. So, how can you create time for adult learning in your school? Consider these models. All of them are designed to work in a regular school day and, when implemented correctly, none should require excessive financial support.

Banking time: "Bank" time by beginning school early or releasing school five to 10 minutes late each day to accumulate a certain number of minutes so you can create an early release or late start format one day each week.

Common planning time: Reorganize the school day to ensure certain teams of teachers (content; grade level; and/or vertical teams) have common time to plan and study each day.

Block scheduling: Block scheduling can provide longer time periods for teacher development.

Staggered teaching schedules: Ask teachers to report at different times during the school day to create flexible planning and learning time.

Special programming: Schedule special programming for students that also releases regular teachers for professional development time.

For example, consider a Friday School for sixth graders that offers electives on Friday afternoon by using volunteers, special area teachers, and other appropriate staff.

Or consider the strategy used by Hefferan Elementary School in Chicago, Illinois. Students have four intense days of classroom work each week and a fifth day called Resource Day. On Resource Day, they are involved in art, music, physical education, library, and computer lab. Their regular classroom teachers then have intensive professional development every week.

Let me finish with a caveat: Creating more time for teachers' professional work is insufficient when a compelling purpose for using that time doesn't exist. At the same time that you work to create the time, determine how you will use your new time effectively.

National Education Commission on Time and Learning. (l994). Prisoners of time. Washington, D.C.: U.S. Government Printing Office.

National Staff Development Council. (l995). Standards for staff development. Middle level edition. Oxford, Ohio: NSDC.

Professional Development: Changing Times by North Central Regional Educational Laboratory, Report 4, l994. This overview presents current education research on the topic and its implications for school reform and policy. Order from 1-847-571-4700.

Time for Reform by Susanna Purnell and Paul Hill. Identifies six strategies schools use to provide time for reform. Order for $7 plus shipping from RAND, 1700 Main St., P.O. Box 2138 Santa Monica, CA, 90407-2138, 310-393-0411.

HR Exchange from the Texas Association of School Boards Personnel Services Division, October l996 focused on ³National report urges more time for teacher professional development² delivered a strong case to school board members for creating additional time for teacher learning. Contact TASB for a copy of this newsletter.

Teachers Take Charge of Their Learning: Transforming Professional Development for Student Success was published by the National Foundation for Innovation in Education of the National Education Association addresses two key issues: rationale for teacher development work and the relationship between teacher learning and student learning. A copy of this report can be purchased from NFIE Publications, P.O. Box 509, West Haven, CT, 06516 for $l5 plus $3.50 shipping and handling.

The National Commission on Time and Learning published "Prisoners of Time² that outlined the time challenge and suggested strategies for serious solutions. The complete text can be ordered from the US Government Printing Office, Superintendent of Documents, Mail Stop, SSOP, Washington DC, 20402-9328; 202-783-3238; Stock No. 065-000-00640-5. $5.50.

³Time and Space² by Meg Sommerfeld, Education Week, March 3, 1993. Sommerfeld highlights schools discovering alternatives to the time-bound and time-conscious traditional nature of schooling.

Timepiece: Extending and Enhancing Learning Time was edited by Lorin Anderson and Herbert Walberg for NASSP. The authors write how to extend and enhance and learning time within and outside school. ISBN 0-88210-280-X, Copyright 1993. Order at 703-860-0200.

"Finding Time for Professional Development" (l997), a web page that is part of the North Central Regional Educational Laboratory¹s award-winning "Pathways to School Improvement" web site looks at obstacles and opportunities for creating more time for professional development.

"Finding Time for Faculties to Study Together'' by Carlene Murphy, Summer 97 JSD