ProfessionalProfessionalLearning Learning

CommunitiesCommunities supported supported

and enabled byand enabled by

MasterMaster(ful)(ful) SchedulingScheduling

© J. Richard Dewey, Ph.D. 2007© J. Richard Dewey, Ph.D. 2007Materials contained herein may not be copied withoutMaterials contained herein may not be copied without

the expressed, written permission of the author.the expressed, written permission of the author.

INTRODUCTIONSINTRODUCTIONS

•Dick Dewey, Ph.D.Dick Dewey, Ph.D.– Principal – Eastview High SchoolPrincipal – Eastview High School– Teacher – University of MinnesotaTeacher – University of Minnesota

– – University of St. ThomasUniversity of St. Thomas– PLC Consultant – Solution Tree (IN)PLC Consultant – Solution Tree (IN)

INTRODUCTIONSINTRODUCTIONS•NameName and and SchoolSchool;;•Current positionCurrent position;;•Quick summary of your Quick summary of your

experienceexperience with building the with building the master schedule;master schedule;

•TrainingTraining in building a master in building a master scheduleschedule (formal, passed down, (formal, passed down, learned by doing, etc.); learned by doing, etc.); andand

• Scheduling ModelScheduling Model used at your school used at your school

How We Got HereHow We Got Here• Building SchedulesBuilding Schedules (1981 – Current)(1981 – Current)

• Shifting LandscapeShifting Landscape– More Responsive SchoolsMore Responsive Schools– Master Plans to Master Plans to Master(ful) PlanningMaster(ful) Planning

• University of MinnesotaUniversity of Minnesota– Re-write for 21Re-write for 21stst Century School Century School– Decade of literatureDecade of literature

• PersonalizingPersonalizing Schools Schools• Culture of Culture of CollaborationCollaboration• Flexible SchedulesFlexible Schedules that Support Collaboration that Support Collaboration

& Personalization& Personalization• Leadership for Leadership for Educational EquityEducational Equity

• InfiniteInfinite CAMPUS CAMPUS

What You Want to What You Want to LearnLearn

• Nuts Nuts && Bolts Bolts– Preparing Preparing && Using Using Infinite CAMPUSInfinite CAMPUS

• ProcessProcess– Pre-Scheduling ProceduresPre-Scheduling Procedures– Following Scheduling LogicFollowing Scheduling Logic– Final Steps Final Steps andand Thoughts Thoughts– More More onon Understanding Understanding andand Using Using

Infinite CAMPUSInfinite CAMPUS

Necessary Necessary ConversationConversation

BeforeBefore Nuts, Bolts & Process Nuts, Bolts & Process

• Educational EquityEducational Equity;;• The The Changing RoleChanging Role of the of the

Site Leadership; Site Leadership; andand

• MasterMaster(ful)(ful) Scheduling Scheduling StrategiesStrategies to support to support BOTHBOTH

OBJECTIVESOBJECTIVES• Further defineFurther define The Pursuit of The Pursuit of

Educational Equity Educational Equity (from a research (from a research basis) and provide tools tobasis) and provide tools to self-assessself-assess your school’s (district’s) pursuit of same;your school’s (district’s) pursuit of same;

• Further understand theFurther understand the Changing RoleChanging Role of Leadership of Leadership inin pursuit pursuit ofof Educational Educational Equity; Equity;

• Further exploreFurther explore Master Master(ful)(ful) Scheduling StrategiesScheduling Strategies to support to support BOTHBOTH

The Great American The Great American ExperimentExperiment

““America offered the world America offered the world a new perspective on a new perspective on making making education education available to all !available to all !

Sort Sort andand Select SelectUsingUsing thethe Normal DistributionNormal Distribution

Standard Deviations

-3 -2 -1 0 +1

+2 +3

2% 14%

34% 34% 14%

2%

The Principal’s The Principal’s JobJob

•To Establish and Maintain a To Establish and Maintain a Healthy School Culture Healthy School Culture that:that:

–Encourages & FacilitatesEncourages & Facilitates•The Educational ProcessThe Educational Process

Teaching for ALL !Teaching for ALL !

TeachersTeachersasas

Independent Independent ContractorsContractors

Territory….Politics….TraditionsTerritory….Politics….Traditions

Being Right Being Right vs.vs. Being Being SuccessfulSuccessful

Teaching/Coaching for METeaching/Coaching for ME

MASTER SCHEDULINGMASTER SCHEDULING

•Rule-basedRule-based•Often tradition-basedOften tradition-based•Often reflects what is Often reflects what is best for the teachersbest for the teachers

The Job of theThe Job of the

Master SchedulerMaster Schedulerand theand the

Student Services Student Services StaffStaff

• Find a Student Information System;Find a Student Information System;• Understand scheduling rules, Understand scheduling rules,

procedures, politics procedures, politics andand traditions; traditions;• Solve the “big math problem” by Solve the “big math problem” by

following following thethe rules, procedures, politics rules, procedures, politics and and traditions;traditions;

• Focus on Conflict, Facility Use, Focus on Conflict, Facility Use, Balanced Opportunity for Students; Balanced Opportunity for Students; and and

thethe Needs Needs of theof the Teachers. Teachers.

Definition ofDefinition of

MASTER MASTER SCHEDULINGSCHEDULING

According to most school According to most school personnel:personnel:

The ExpectationsThe ExpectationsHave ChangedHave Changed

“ “America offered the world a new America offered the world a new perspective on making education available perspective on making education available to all……….to all……….

now the challenge is ours to now the challenge is ours to offer the world the reality offer the world the reality that we can educate all.”that we can educate all.”

Michael FullanMichael Fullan

NES Summit 2005NES Summit 2005

Schools Schools DODOMake a DifferenceMake a DifferenceEffective Schools Research of Ron Edmonds, Larry Effective Schools Research of Ron Edmonds, Larry Lezotte, Wilbur Brookover, Michael Rutter and others Lezotte, Wilbur Brookover, Michael Rutter and others concluded:concluded:

All Children Can Learn;All Children Can Learn;There are There are some things that schools some things that schools can’t controlcan’t control; at the same time….; at the same time….The The schoolschool DOES control DOES control manymany factorsfactors that positively influence that positively influence student mastery !student mastery !

Correlates ofCorrelates ofEffective SchoolsEffective Schools Strong Instructional LeadershipStrong Instructional Leadership Clear and Focused MissionClear and Focused Mission Safe and Orderly EnvironmentSafe and Orderly Environment Climate of High ExpectationsClimate of High Expectations Frequent Monitoring of Student ProgressFrequent Monitoring of Student Progress Positive Home/School RelationsPositive Home/School Relations Opportunity to LearnOpportunity to Learn Student Time on TaskStudent Time on Task

Schools Schools DODOMake a DifferenceMake a DifferenceAn analysis of research conducted over An analysis of research conducted over a 35-year period demonstrates that:a 35-year period demonstrates that:

Schools that are highly Schools that are highly effectiveeffective produce results that produce results that almost entirely almost entirely overcome the overcome the effects of student backgrounds.effects of student backgrounds.

Robert MarzanoRobert Marzano, , What Works in SchoolsWhat Works in Schools, , 20032003

Breaking Ranks IIBreaking Ranks II(National Association of Secondary School (National Association of Secondary School

Principals)Principals)

1.1. Essential Learnings/Focus on Essential Learnings/Focus on ResultsResults

2.2. PersonalizationPersonalization3.3. Flexible Schedules …. CollaborationFlexible Schedules …. Collaboration4.4. Advisory Programs Advisory Programs 5.5. Variety of Instructional Strategies Variety of Instructional Strategies

andand Assessments Assessments6.6. Shared Decision-Making Shared Decision-Making

(Leadership at All Levels)(Leadership at All Levels)

7.7. Continuous ImprovementContinuous Improvement

Professional Learning Professional Learning Communities at WorkCommunities at Work

(Common Themes)(Common Themes)

1.1. Shared Values, Mission, Vision & GoalsShared Values, Mission, Vision & Goals

2.2. Culture of Personalization & Culture of Personalization & CollaborationCollaboration

3.3. Collective InquiryCollective Inquiry

4.4. Action Research & ExperimentationAction Research & Experimentation

5.5. Continuous ImprovementContinuous Improvement

6.6. Focus on Results (Learning)Focus on Results (Learning)

7.7. Leadership Capacity at All LevelsLeadership Capacity at All Levels

What are theseWhat are these

HIGHLY EFFECTIVE HIGHLY EFFECTIVE SCHOOLSSCHOOLS

doing to produce these results?doing to produce these results?

What are theWhat are the implicationsimplicationsfor thefor the PrincipalPrincipal,,

thethe Master Scheduler Master Scheduler and and thethe

Student Services StaffStudent Services Staff??

What are theseWhat are these

HIGHLY EFFECTIVE HIGHLY EFFECTIVE SCHOOLSSCHOOLS

doing to produce these doing to produce these results?results?

ProfessionalProfessionalLearning CommunityLearning Community““The The most promising strategymost promising strategy for for

sustained, substantive school sustained, substantive school improvement is improvement is building thebuilding thecapacity of school personnelcapacity of school personnel

to function as ato function as aprofessional learning communityprofessional learning community.”.”

Milbrey Milbrey McLaughlinMcLaughlin

Stanford Stanford University University

Variations on the Variations on the ThemeTheme

Charles Darwin SchoolsCharles Darwin SchoolsPontius Pilate SchoolsPontius Pilate SchoolsChicago Cub Fan SchoolChicago Cub Fan SchoolHenry Higgins SchoolsHenry Higgins Schools

Making the Making the LeapLeap

fromfrom

Good to GreatGood to Great Jim Jim

CollinsCollins

ProducingProducingExtraordinary Extraordinary

Results!Results!Disciplined PeopleDisciplined People

Disciplined ThoughtDisciplined Thought

Disciplined ActionDisciplined Action

Disciplined Disciplined PeoplePeople

Modest and We-CenteredModest and We-Centered““It’s bigger than me”It’s bigger than me”

Unwavering ResolveUnwavering Resolve Intolerance for MediocrityIntolerance for Mediocrity

Disciplined Disciplined ThoughtThought

applied to understandingapplied to understanding

ProfessionalProfessionalLearning CommunitiesLearning Communities

(Three simple principles that(Three simple principles thatfocus and guide the journey!)focus and guide the journey!)

DO YOU WANT TO DO YOU WANT TO BE….BE….

........

ARE YOU GOING TO ARE YOU GOING TO BE….BE….

....

What drives your What drives your bottom line….bottom line….

....

The Big IdeaThe Big Idea

The members of a professional The members of a professional learning community are learning community are

ExtraordinaryExtraordinary, , CommittedCommitted and….and….

Focused on Focused on LEARNINGLEARNING

per-fect per-fect (‘per-fikt) adj(‘per-fikt) adjvs.vs.

per-fect per-fect (per-’fekt) vt(per-’fekt) vt

Critical Corollary Critical Corollary Questions:Questions:

1.1. What is it we expect students What is it we expect students to learn?to learn?

2.2. How will we know when they How will we know when they have learned it?have learned it?

3.3. How will we respond when How will we respond when they don’t learn?they don’t learn?

4.4. How will we respond when How will we respond when they already know it?they already know it?

STAFF DEVELOPMENTSTAFF DEVELOPMENTPHILOSOPHYPHILOSOPHY

AlignedAligned

Continuous ProcessContinuous Process(vs. a Series of Events)(vs. a Series of Events)

DifferentiatedDifferentiated

EmbeddedEmbedded(Within the Workplace Routine)(Within the Workplace Routine)

Keys to Effective Keys to Effective TeamsTeams

Embed collaborationEmbed collaboration in routine practices of in routine practices of the school, with the FOCUS ON LEARNING;the school, with the FOCUS ON LEARNING;

TimeTime for collaboration built into the school for collaboration built into the school day and school calendar;day and school calendar;

Team NORMSTeam NORMS guide collaboration; guide collaboration; Teams focus on the Teams focus on the four (4) Key Questionsfour (4) Key Questions;; Teams pursue specific and measurable Teams pursue specific and measurable

performance goals (performance goals (SMART GoalsSMART Goals);); Teams have access to Teams have access to relevant informationrelevant information; ; InterventionsInterventions Strategies are Systematic, Strategies are Systematic,

Timely and Directive; andTimely and Directive; and Products of collaboration Products of collaboration are made explicit.are made explicit.

Example ofExample ofExplicit ProductsExplicit Products

Team NORMS;Team NORMS; Common ESSENTIAL OUTCOMES; Common ESSENTIAL OUTCOMES; Common SMART GOAL Common SMART GOAL

(Target/Benchmark);(Target/Benchmark);

Common ASSESSMENT(s);Common ASSESSMENT(s); FrequentFrequent Balance of Formative and SummativeBalance of Formative and Summative

ANALYSIS of Student Performance;ANALYSIS of Student Performance; INTERVENTION and INFORM PRACTICE.INTERVENTION and INFORM PRACTICE.

Staff DevelopmentStaff Development

Essential Curriculum (as the baseline)Essential Curriculum (as the baseline)

Professional PracticeProfessional Practice

Frequent Formative Feedback CyclesFrequent Formative Feedback Cycles

Common Assessments (formative or summative)Common Assessments (formative or summative)

Amplify the Amplify the positive positive deviancedeviance

InterventionIntervention

For those who don’t learn and For those who do learnFor those who don’t learn and For those who do learn

0 25 50 75 0 25 50 75 100100

Growing the Middle RingsGrowing the Middle Rings

STRUCTURE !

Importance of CultureImportance of Culture

Structural innovation cannot Structural innovation cannot be understood and should be understood and should not be undertaken without not be undertaken without considering culture.considering culture.

Fred NewmannFred Newmann

Importance of Importance of CultureCulture

Structural change that is not Structural change that is not supported by cultural supported by cultural change will eventually be change will eventually be overwhelmed by the culture, overwhelmed by the culture, for it is in the culture that for it is in the culture that any organization finds any organization finds meaning and stabilitymeaning and stability..

Phil SchlechtyPhil Schlechty

Professional Learning Professional Learning Communities Communities atat Work Work

toward toward Educational EquityEducational Equity

WHOWHO = = Disciplined People, Thought Disciplined People, Thought andand Action Action

WHYWHY = = Big Idea: Educational EquityBig Idea: Educational Equity (ALL Students Reaching Their FULL (ALL Students Reaching Their FULL

Potential)Potential)

WHATWHAT = = Bringing the Characteristics to Life !Bringing the Characteristics to Life ! (While Answering the Four Questions)(While Answering the Four Questions)

HOWHOW = =

The Biggest The Biggest BarrierBarrier

TeacherTeacher

IsolationIsolation

Need for a Collaborative Need for a Collaborative CultureCulture

“ “Throughout our ten-year study, Throughout our ten-year study, whenever we found an whenever we found an effective effective schoolschool or an or an effective departmenteffective department

within a school, within a school, without exceptionwithout exception that school or department has been a that school or department has been a part of a collaborative professional part of a collaborative professional learning community.”learning community.”

Milbrey Milbrey McLaughlinMcLaughlin

Need for a Collaborative Need for a Collaborative CultureCulture

“ “Improving schools require Improving schools require collaborative cultures….Without collaborative cultures….Without collaborative skills and relationships, collaborative skills and relationships, it is not possible to learn and to it is not possible to learn and to continue to learn as much as you continue to learn as much as you need to know to improve.”need to know to improve.”

Michael FullanMichael Fullan

Need for a Collaborative Need for a Collaborative CultureCulture

“ “Creating a collaborative culture is Creating a collaborative culture is the the single most important factorsingle most important factor for for successful school improvement successful school improvement initiatives and the initiatives and the first order of first order of businessbusiness for those seeking to for those seeking to enhance the effectiveness of their enhance the effectiveness of their schools.”schools.”

Eastwood and LewisEastwood and Lewis

Advantages of Teachers Advantages of Teachers Working in Collaborative Working in Collaborative

TeamsTeams Gains in Student Achievement;Gains in Student Achievement; Higher Quality Solutions to Problems;Higher Quality Solutions to Problems; Increased Confidence Among All Staff;Increased Confidence Among All Staff; Teachers Able to Support One Another’s Teachers Able to Support One Another’s

Strengths and Accommodate Weaknesses;Strengths and Accommodate Weaknesses; Ability to Test New Ideas;Ability to Test New Ideas; More Support for New Teachers; andMore Support for New Teachers; and Expanded Pool of Ideas, Materials & Expanded Pool of Ideas, Materials &

Methods.Methods.

Judith Judith Warren LittleWarren Little

What are theseWhat are these

HIGHLY EFFECTIVE HIGHLY EFFECTIVE SCHOOLSSCHOOLS

doing to produce these results?doing to produce these results?

What are theWhat are the implicationsimplicationsfor thefor the PrincipalPrincipal,,

thethe Master Scheduler Master Scheduler and and thethe

Student Services StaffStudent Services Staff??

Cultural ShiftCultural Shift(Significant Master Schedule Implications)(Significant Master Schedule Implications)

DDepartmentalizatioepartmentalizationn

IIsolationismsolationism

EEgalitarianismgalitarianism

Cultural ShiftCultural Shift(Significant Master Schedule Implications)(Significant Master Schedule Implications)

DDepartmentalizatioepartmentalizationn

InterdisciplinarInterdisciplinaryy

IIsolationismsolationism CoCoLLlaborationlaboration

EEgalitarianismgalitarianismFFront-Load ront-Load ResourcesResources

(Start Small – Win Early)(Start Small – Win Early)

The Principal’s The Principal’s JobJob

•To Establish and Maintain a To Establish and Maintain a Healthy School Culture Healthy School Culture that:that:

– Encourages & FacilitatesEncourages & Facilitates•The Educational ProcessThe Educational Process andand

•Results-Oriented School Improvement;Results-Oriented School Improvement;

•Supported by Collaboration;Supported by Collaboration; with awith a

•Focus on Student LearningFocus on Student Learning

The The CHANGINGCHANGING Job of the Job of the

Master SchedulerMaster Schedulerand theand the

Student Services Student Services StaffStaff

To Become aTo Become a

Master(ful) Master(ful) SchedulersSchedulers

MASTER(ful) MASTER(ful) SCHEDULINGSCHEDULING

• The The systemsystematicatic allocation and allocation and organization of TIME, SPACE, MOTION organization of TIME, SPACE, MOTION and PEOPLE to support and enable and PEOPLE to support and enable teaching teaching and learningand learning..

• Represents Represents 80%+80%+ of operational of operational resources allocated to your building.resources allocated to your building.

MASTERMASTER(ful)(ful) SCHEDULING SCHEDULING• Some of the (old) rules are brokenSome of the (old) rules are broken (e.g. class balance, class sizes, the “learning (e.g. class balance, class sizes, the “learning

community” community” ownsowns the rooms, etc.); the rooms, etc.);• Willingness to try creative, new ideas;Willingness to try creative, new ideas;• Understanding “priorities” Understanding “priorities” &&“trade-“trade-

offs” becomes everyone’s business;offs” becomes everyone’s business;• Flexible (decentralized) use of time, Flexible (decentralized) use of time,

space, motion and people;space, motion and people;• Many owners, contributors & Many owners, contributors &

stakeholdersstakeholders• Always reflects what best for LEARNING Always reflects what best for LEARNING

(results-based vs. based on good intentions)(results-based vs. based on good intentions)

A Very PowerfulA Very PowerfulCultural ShiftCultural Shift

FOR EXAMPLE:FOR EXAMPLE:

• Understanding “priorities” and Understanding “priorities” and “trade-offs” becomes everyone’s “trade-offs” becomes everyone’s business!business!

The Language of Can or Can’tThe Language of Can or Can’t(based on Nominal Variables)(based on Nominal Variables)

vs.vs.The Language of Priorities & Trade-OffsThe Language of Priorities & Trade-Offs

(Some of the)(Some of the) Nominal NominalImpact VariablesImpact VariablesSchool SizeSchool Size ConflictsConflicts

Curricular OfferingsCurricular Offerings(Requirements/Electives)(Requirements/Electives)

Section Sizing Section Sizing ProtocolsProtocols

Scheduling ModelScheduling Model(4, 5, 6, 7, 8, etc.)(4, 5, 6, 7, 8, etc.)

# of # of Singletons/DoubletonsSingletons/Doubletons

Student Registration Student Registration TrendsTrends

BalanceBalance

TraditionTradition(inc. Who teaches what/when)(inc. Who teaches what/when)

Room Use ProtocolsRoom Use Protocols

Seat-TimeSeat-Time

RequirementsRequirementsPeriod Spread/Back-to-Period Spread/Back-to-

Back/Back/

Period-SpecificityPeriod-Specificity

CurriculumCurriculum• Mile Wide and Inch DeepMile Wide and Inch Deep

• Topical vs. Comprehensive Topical vs. Comprehensive

• More vs. Fewer ElectivesMore vs. Fewer Electives

• More vs. Fewer SingletonsMore vs. Fewer Singletons

• Target Smaller & Larger Class sizesTarget Smaller & Larger Class sizes

• # of Teachers Teaching Same Course# of Teachers Teaching Same Course

• Number of Collaboration and Number of Collaboration and TeamingTeaming

vs. Balanced Class Sizesvs. Balanced Class Sizes

Schedule Schedule ComparisonsComparisons

(See Pages 16-19)(See Pages 16-19)

• 7-period day7-period day (semesters/ trimester/quarters)(semesters/ trimester/quarters)

• 6-period day 6-period day (semesters/ trimester/quarters)(semesters/ trimester/quarters)

• 4-period 4-period (semesters/quarters)(semesters/quarters)

• 5-period 5-period (trimester)(trimester)

• 8-period A/B8-period A/B

• 12-period flexible12-period flexible

• ““Nameless” options that are flexibleNameless” options that are flexible

Personalizing Personalizing SchoolsSchools

WHAT are some effective WHAT are some effective strategies for strategies for

personalizing schools and personalizing schools and WHY are these strategies WHY are these strategies

effective?effective?

Block SchedulingBlock Scheduling

ArgumentsArguments

FORFORBlock SchedulingBlock Scheduling

Block SchedulingBlock Scheduling

ArgumentsArguments

AGAINSTAGAINSTBlock SchedulingBlock Scheduling

New New ConsiderationsConsiderations

PrioritiesPriorities

Trade-OffsTrade-Offs

Toward Personalization, Teaming, Collaboration and Intervention !

OBJECTIVESOBJECTIVES• Further define Further define The Pursuit of Educational The Pursuit of Educational

Equity Equity (from a research basis) and provide (from a research basis) and provide tools to tools to self-assessself-assess your school’s (district’s) your school’s (district’s) pursuit of same;pursuit of same;

• Further understand the Further understand the Changing RoleChanging Role of of Leadership Leadership in pursuit of Educational Equity; in pursuit of Educational Equity;

• Further exploreFurther explore MasterMaster(ful)(ful) Scheduling Scheduling StrategiesStrategies to support to support BOTH; andBOTH; and

Master(ful) Master(ful) SchedulingScheduling

(A few ideas)(A few ideas)• Same-gradeSame-grade level or level or Same-Subject CollaborationSame-Subject Collaboration• Promote transition, personalization, and Promote transition, personalization, and

academic/personal success for your incoming academic/personal success for your incoming 66thth & 9 & 9thth gradersgraders through through Interdisciplinary Teaming Interdisciplinary Teaming (core (core academies)academies);;

• Continue the personalized, (curricular) integrated, Continue the personalized, (curricular) integrated, academic success focus at the academic success focus at the 1010thth grade grade level through level through Interdisciplinary TeamingInterdisciplinary Teaming;;

• Two-Way Collaboration Two-Way Collaboration (Interdisciplinary and Same-Subject)(Interdisciplinary and Same-Subject)

• Flexing Flexing time, space, motion and people (time, space, motion and people (within teamswithin teams););• Parallel FlexingParallel Flexing of time, space, motion and people of time, space, motion and people

((across teamsacross teams););• Intensive Scheduling for embeddingIntensive Scheduling for embedding staff staff

development, collaboration, intervention and extension.development, collaboration, intervention and extension.

Possible Team Possible Team StructuresStructures

Teachers teaching the same grade level;Teachers teaching the same grade level; Teachers teaching the same course;Teachers teaching the same course; Vertical teams Vertical teams (K-2/3-5 or French I-IV);(K-2/3-5 or French I-IV); Interdisciplinary Teams Interdisciplinary Teams (e.g. (e.g. 99thth/10/10thth Grade Grade

AcademiesAcademies););

District or regional teams (Art; SpEd; etc..);District or regional teams (Art; SpEd; etc..); Similar responsibility teams;Similar responsibility teams; Electronic TeamsElectronic Teams

www.solution-tree.comwww.solution-tree.com – message board – message board www.isighted.comwww.isighted.com www.nsdc.orgwww.nsdc.org (partnership w/Microsoft) (partnership w/Microsoft) www.firstclass.comwww.firstclass.com

FlexingFlexing andand

Intensive SchedulingIntensive SchedulingTime, Space, Motion and PeopleTime, Space, Motion and People

forfor

Instruction, Advisory and Collaboration Instruction, Advisory and Collaboration (Advisory = Intervention)(Advisory = Intervention)

Master(ful) Master(ful) SchedulingScheduling

(Continued)(Continued)

• Promote personalization across the core classes Promote personalization across the core classes through through PhasingPhasing;;

• Using Using “skinnys”“skinnys” (4-block) and (4-block) and “fatties”“fatties” (7- (7-period);period);

• Re-thinking the Re-thinking the use of non-student contactuse of non-student contact time time for staff development for staff development && collaboration collaboration (pages (pages ); );

• Writing RFPsWriting RFPs for staff development and for staff development and collaboration resources; andcollaboration resources; and

• ……………………………………………………....

A Very PowerfulA Very PowerfulCultural ShiftCultural Shift

FOR EXAMPLE:FOR EXAMPLE:

• Understanding “priorities” and Understanding “priorities” and “trade-offs” becomes everyone’s “trade-offs” becomes everyone’s business!business!

The Language of Can or Can’tThe Language of Can or Can’t(based on Nominal Variables)(based on Nominal Variables)

vs.vs.The Language of Priorities & Trade-OffsThe Language of Priorities & Trade-Offs

New New ConsiderationsConsiderations

PrioritiesPriorities

Trade-OffsTrade-Offs

Toward Personalization, Teaming, Collaboration and Intervention !

“ “ _______ – izing”_______ – izing”

Grab the essence;Grab the essence; Weave it into the fabric of Weave it into the fabric of

your practice;your practice; Make it your own; Make it your own; andand

Grow it from the inside-out.Grow it from the inside-out.