Decisions on how time is allocated and used will challenge inequities in your school, continue those inequities, or, at worst, deepen those inequities. The allocation and use of time also speaks loudly to the beliefs and expectations you hold for students and staff. While these are often thought of as operational challenges, schedules have the power to open or close opportunities for students and convey much about your actual school purpose (which could be the same or different from your desired purpose).
“A school’s schedule determines how its core resources—time, personnel, even physical spaces—are allocated throughout the day. It dictates fundamental elements of the student experience: the teachers and peers they interact with throughout the day, the size and composition of their classes, their access to additional supports and services, and whether or not they take courses and electives aligned with their interests, graduation or college entry requirements.” From Adam Pisoni and Diane Conti in “What Does Your School Schedule Say About Equity? More Than You Think.”
Schedules designed to serve all can often end up serving no one. To see how your schedule is serving learners, start by critically examining the way time impacts learning for all learners on your campus. Designing for your most vulnerable populations can result in a more intentional allocation and use of time overall.
Keys to Success: Clear, Meaningful Mission and Vision • Center Student Needs • Integrate Stakeholder Voices • Create Structures to Regularly Reflect and Analyze
|Shifts to Consider||Strategies||Resources|
|Critically Examine the Inequities in Your System
|Ensure All Students Have Access to Deeper Learning / PBL Courses||
|Center Inclusive Scheduling Practices||