Teacher preparation
A discussion of teacher planning time needs to distinguish between teacher preparation time (called prep) and common planning time. Closing the achievement gap requires that teachers participate in regularly scheduled meetings to collaborate on lesson planning, data review, and interventions. However, individual teachers also need time to prepare lessons, grade assignments and tests, and meet with students. Prep time is more valuable when all members of a department or team (for example, all seventh-grade English teachers or all teachers in one small learning community) share a common prep time so that they can do additional collaboration, coaching, planning, and mentoring as needed.'
Many progressive middle schools schedule common teacher prep time for teams every day or alternate days so that team members can plan together, grade common assessments, and prepare for lessons on the pacing guide. These common planning times are also valuable for lesson studies.
In the Spotlight
Granite Oaks Middle School, Rocklin Unified School District, a California Middle Grades Partnership Network School
The Granite Oaks faculty designed the school’s structure and bell system to accommodate learning. The school operates on a seven-period day. Faculty members teach for four periods in their area of subject-matter expertise. Teachers work in teams that structure the five teaching periods as they need. Each team has two periods without students because students go to physical education and an elective. As a result, each teacher has one (common) prep period and one advisory. Team prep periods “float” so instructional aides can meet with students in each team. Students who need intensive interventions use their elective class or attend before- and after-school classes. Resource teachers use the extra period to give extra help for their mainstreamed special education students. .
Since teaming is central to the success of Granite Oaks Middle School, there is a short schedule every Monday for teaming in addition to daily common prep periods for each team. Faculty members also meet before school and during release time, when needed, for special planning. This scheduled commitment to teaming allows grade-level teachers to have common prep periods; interdisciplinary teams to meet by grade level; departmental, cross-grade teams to meet to articulate course work; and all teams to plan for and work towards student achievement.
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