Indicator 6

The organization of time supports research-based instruction, professional collaboration among teachers, and the learning needs of all students.

What to Look for:

  • thoughtful review of the master schedule occurs at least every five years, if not annually, to ensure that it best supports the school’s core values and beliefs about learning
  • variations to traditional six, seven, and eight period schedules of 45-55 minute periods have been considered to allow longer blocks of instructional time to promote student engagement, in-depth exploration of topics, project-based learning
  • the schedule supports implementation of effective instructional practices (e.g., collaborative learning, team-teaching, etc.)
  • the schedule supports alternative assessments (e.g., performances, authentic applications, debates, field experiences)
  • the schedule allows for the flexible use of time
  • there is formal time set aside on a regular basis for teachers to collaborate (e.g., in PLC groups) and with the use of a protocol for discussion, for the review of student work, for data analysis
  • alternatives to departmental content-based structures are considered if they can better address the goals of interdisciplinary curriculum design and teaching or other school-wide learning expectations
  • the organization of the school’s curriculum supports the schools core values and beliefs about learning
  • the size of the school supports and enhances student personalization; when appropriate, smaller learning communities (e.g., teams, clusters, houses, pathways, academies) are implemented as a means of breaking the larger school into more personalized units
  • students who can be better served in school programs that meet in the afternoon, evening, summer, or during a longer school year or who need additional practices to achieve learning expectations are provided these opportunities