1. Creating the School Master Schedule Don’t Drop This Ball !!

2. The Purpose of the Master Schedule . . ..is to arrange the allotted time, staff, students, and physical resources together so that optimum learning will take place.

3. Key Points to Ponder • The Master Schedule demands a command performance from the principal. • It shows his/her ability (or inability) to conceptualize, to organize, and demonstrate detailed planning. • If done well, the master schedule will support the curricula and instructional objectives of the school. • If poorly done, it will be a roadblock to delivering the curriculum and a major source of frustration, particularly for teachers---and ultimately for students.

4. Points Continued . . . • Since the schedule usually remains fixed for the year, a poorly made schedule will have a detrimental impact on the total school program. • The effective schools research has shown that actual and “engaged” learning time is imperative for student learning. • The master schedule is the most important tool to make maximum use of time, staff, space, and instructional resources.

5. Scheduling Issues Facing All Schools - (Elementary, Middle, and High) • Providing Quality Teaching/Learning Time Fragmented instructional times inhibit student learning. Problems at Elementary Level: 1. Pullout programs (ESL, Spec. Ed.,etc.) 2. Schedules of specialists (Art, Music, P.E., Media, etc.) • Problems at Middle & High School Levels: 1. Six, Seven, Eight-Period Day 2. Exploratory Programs 3. Elective Courses 4. Extra-curricula Activities 5. Class Change Down Time

6. Scheduling Issues . . . . • Creating a School Climate At the elem. level, discipline problems often develop when teachers create student groups (problems in one group while teacher is working with another group). In middle & high schools, many discipline problems develop when hundreds of students are changing classes—more changes  more discipline problems. Traditional schedules in middle/high schools contributes to depersonalization/anonymity/isolation. With 100-150 students, teachers find it impossible to develop close relationships with students which prevent discipline problems.

7. Scheduling Issues . . . . • Providing Varying Learning Time It is an indisputable fact that some students need more time to learn than others. Inflexible learning times disregards this important factor. In high schools, and to a lesser extent in middle schools, time/schedules tend to be ironclad. Inflexible time schedules force teachers to make pre-mature decisions about students. (Ex: Deciding by mid-spring that a 7th grader cannot take algebra in grade 8.)

8. A Master Schedule is Good if: • Students are scheduled in classes they need to take • Sufficient time is provided for teachers & students to achieve the objectives/expectations for each grade/subject. • Students are able to take electives they choose • An appropriately equipped classroom/learning area is available for each scheduled class/teacher • No wasted times is allowed between classes • Supervision can be provided when students are not in scheduled classes (Lunch, field trips, assemblies, etc.)

9. A Master Schedule is Good if: • Teachers are assigned in their areas of certification & expertise • Teachers have their preferred classes/grade levels • Teachers have adequate planning time, especially if teaming is employed

10. Factors to Consider in Schedule Building • Curriculum/Instructional Emphasis (Ex: Reading, Math, Writing, EOC, EOG Results, etc.) • Size of Student Body • Number of Regular and Special Teachers Available • Availability and number of Teacher Aides • Schedules of any Itinerant Teachers • Expertise of Teachers • Number of Classrooms/Teaching Stations • Size of Cafeteria/Length of Lunch Periods • School Start and End Times • Transportation/Bus Schedules

11. Engaged Learning Time is the Key • Engaged teaching and learning at the appropriate level is the key factor in student academic success.

12. Learning Time (See Jane Stallings’ Work)

13. Suggested Elementary Schedule Time - Weekly Minutes Sub. Area Gr. 1 Gr. 2 Gr. 3 Gr. 4 Gr. 5L.A. 820 800 720 645 605 Math 200 200 200 200 200 Soc. St. 80 100 140 175 175 Science 75 75 120 120 160 Art 45 45 45 45 45 Music 45 45 45 45 45 Hlth/P.E. 60 60 60 80 80 Library 45 45 45 45 45

15. Another Blocked Schedule AlternativeAnother Blocked Schedule alternative Teacher A (AM) L.A., Soc. St., Break Specials, Lunch Teacher B (AM) Math, Science, Hlth, Break, P.E., Lunch Students (PM) L. A., Soc. St., Break Specials (PM) Math, Science, Break, Hlth, P.E.

16. Steps in High School Schedule Building • 1. Registration of Students • 2. Determine no. of students registering for each course • 3. Determine size of classes • 4. Determine length of class periods and school day • 5. Determine time between classes & homeroom period • 6. Determine classrooms available and no. student stations in each • 7. Prepare conflict sheet

17. High School Schedule Building Continued . . . • 8. Determine teacher certifications, qualifications, & preferences • Complete final schedule board, assignment of subjects, activities, etc. to teachers

18. Conflict Sheet • Adv. Bio. Calculus Span. IV Art III Drama Germ. III • Adv. Bio. 6 7 12 4 5 • Calculus 2 9 2 6 • Span. IV 1 1 11 • Art III 5 3 • Drama 2 • Germ. III

19. That’s All !!!!!! Happy Scheduling