Resources For Staff Development
Time has been used to structure what happens in schools, both in and out of the classroom. How can time be shaped to serve improvement efforts? How can teachers find time for their learning? How do alternate schedules affect student learning? This selection of resources will help you explore the issue of time and learn strategies to use time wisely.
NSDC Articles
- Plan thoughtfully for team time by Stephanie Hirsh. November 2002 Results
- District carves out time for new teachers to learn by Karen M. Beerer. Fall 2002 Journal of Staff Development
- Think outside the clock: Create time for professional learning by Joan Richardson. August/September 2002 Tools for Schools
- Time for professional learning serves student learning, by Dennis Sparks. November 2001 Results
- National Staff Development Council Standards for Staff Development Summer 2001
- NSDC revises staff development standards, by Dennis Sparks. May 2001 Results
- NSDC Member Survey 2001
- World-class learning: Making the best even better, by Joan Richardson. November 1999 Results
- Time: It’s made, not found, by Stephen Barkley. Fall 1999 Journal of Staff Development
- Time for adult learning
must connect to student learning, by Joellen Killion. May 1999
Results
- Target time toward teachers, by Linda Darling-Hammond. Spring 1999 Journal of Staff Development
- Time use flows from school
culture, by Kent D. Peterson. Spring 1999 Journal of Staff Development
- Apply time with wisdom, by Thomas R. Guskey. Spring 1999 Journal of Staff Development
- Making time for adult learning, by Priscilla Pardini. Spring 1999 Journal of Staff Development
- How can schools make time
for teacher learning? March 1999 Results
- Finding
Time for Faculties to Study Together, by Carlene Murphy. Summer 1997
Journal of Staff Development
- Investing
the time to learn, by Stephanie Hirsh. October 1997 Results
- Smart use of time and money enhances staff development by Joan
Richardson. Winter 1997 Journal of Staff Development
Other Web Sites
Guarding teachers' time
http://www.edweek.org/ew/ewstory.cfm?slug=02steven.h18&keywords=time
Stevenson, Harold. (1998, Sept. 16). Education Week.
As part of the Third International Mathematics and Science Study (TIMSS), the U.S. Department of Education studied time use in by teachers in the U.S., Germany, and Japan. U.S. teachers have significantly less noninstructional time for planning and collaborative activities than their international peers.
Improving student achievement by extending school: Is it just a matter of time?
http://web.wested.org/online_pubs/timeandlearning/1_intro.html
Aronson, Julie, Zimmerman, Joy, and Carlos, Lisa, (1998). WestEd.
The correlation between extended learning time and improved student achievement is complex. This research brief defines different types of instructional time and reviews the research that explores the connections between time and learning.
Life on and off the job: Time-use study of Nova Scotia teachers
http://www.nstu.ns.ca/timeuse/
Harvey, Dr. Andrew S., and Spinney, Jamie E.L. (2000). Time Use Research Program, St. Mary's University.
The Nova Scotia Teachers' Union commissioned this study by St. Mary's University to explore the realities of time use in teaching activities and how teachers allocate work and personal time. The information was gathered in time-use diaries and was motivated by a need to understand how intensifying demands on teachers affect their time use at school and home.
More time for teachers
http://www.nctm.org/about/committees/iiac/feedback/timeforteachers.htm
NCTM Instructional Issues Advisory Committee. (1996, October).
This committee of the National Council of Teachers of Mathematics conducted a survey on the web and gathered additional resources to summarize issues and recommendations about creating time for teachers.
Prisoners of time
http://www.ed.gov/pubs/PrisonersOfTime/
Report of the National Education Commission on Time and Learning.(1994, April).
Prisoners of time was ground breaking in its examination of the role of time structures in determining what and how students learn and teachers teach. The report describes how the traditional school day and year has served American students and suggests strategies for changing time structures.
Professional development: Changing times
http://www.ncrel.org/sdrs/pbriefs/94/94-4toc.htm
North Central Regional Educational Laboratory Policy Brief. (1994).
With regular ongoing professional development during the school day as a goal for school improvement, this brief presents education research on the topic of time for learning and discusses implications for school reform and policy.
Time for teachers in school restructuring
http://www.ed.gov/pubs/EdReformStudies/SysReforms/cambone1.html
Cambone, Joseph. (1994, September).
Systemic reform: Perspectives on personalizing education, U.S. Department of Education.
A variety of research studies inform this report, which defines different ways that teachers conceptualize and use time. With a better understanding of teachers' time constructions, the author hopes to assist educators in effective school restructuring.
Trying to beat the clock: Uses of teacher professional time in three countries
http://www.enc.org/professional/learn/change/practice/world/document.shtm?input=ACQ-137042-7042
Adelman, Nancy.(1998). U.S. Department of Education.
This research report, part of the Third International Mathematics and Science Study, documented and compared variations on the quantity, structure, and uses of teachers' overall professional time in the United States, Germany, and Japan. The specific focus was on professional time when teachers are not in direct contact with students.
The uses of time for teaching and learning
http://www.ed.gov/pubs/SER/UsesofTime/
U.S. Department of Education. (1996, October).
An extensive research study into the uses of time in school focuses primarily on the quantity and quality of students' time in school. Case studies were conducted in 14 schools, and the research results cover resource issues, student experiences, and the meaning of time for teachers.
Block scheduling: Innovations with time
http://www.lab.brown.edu/public/pubs/ic/block/block.shtml
Northeast and Islands Regional Educational Laboratory. (1998).
Block scheduling is one option for changing the structure of the instructional day in schools. This booklet describes block scheduling and several different scheduling structures.
Critical issue: Finding time for professional development
http://www.ncrel.org/sdrs/areas/issues/educatrs/profdevl/pd300.htm
Cook, Cathy J. and Fine, Carole. (1997). Midwest Consortium for Mathematics and Science Education, North Central Regional Educational Laboratory.
This web-based brief describes the importance of finding time for learning, outlines goals and action items for making time, warns of implementations pitfalls, and showcases models in several midwest districts. The brief includes video commentary on the issue and references and contacts.
Finding time for professional development
http://www.edweek.org/ew/ewstory.cfm?slug=02steven.h18&keywords=time
Northwest Regional Educational Laboratory. (1998, June). High quality professional development..
An overview of strategies for making learning time is included in a report about several aspects of effective professional development.
Helping teachers teach well: Transforming professional development
http://www.ed.gov/pubs/CPRE/t61/index.html
Corcoran, Thomas. (1995, June). CPRE Policy Brief.
Directed at policymakers, this policy brief describes the state of professional development and what changes are needed to improve schools. It includes a summary of five approaches that have been used to create time for staff development in schools.
Making time for teacher professional development
http://www.ericsp.org/pages/digests/making_time_teacher_pro_dev_95-4.html
ERIC Digest (1996, October).
A brief overview of the elements of effective professional development, the importance of creating time for learning, and strategies that various districts use to create time.
Making time to train your staff
http://www.aasa.org/publications/sa/1998_08/focGuskey.htm
Guskey, Thomas R. (1998, August). The School Administrator web edition.
Guskey outlines several strategies for making time for learning and for using that time effectively.
Prisoners no more
http://www.ascd.org/readingroom/edlead/9511/ballinger.html
Ballinger, Charles. (1995, November). Educational Leadership.
Modifying the school year from a traditional nine-month schedule is one option for restructuring instructional time. This article describes the benefits of year-round schools and includes suggestions for making such a dramatic change.
Rethinking school resources
http://www.naschools.org/uploadedfiles/rethinking-resources.pdf
Hawley Miles, Karen, New American Schools.
New American Schools designs emphasize four factors in resource use for transforming schools, including common time for teachers to work together and learn, and longer blocks of academic time for students. This brief describes several models for rethinking time and examining the consequences of rearranging time use.
Special report: From risk to renewal: Time and space
http://www.edweek.org/ew/ewstory.cfm?slug=23time.h12&keywords=time%20and%20space
Sommerfeld, Meg. (1993, March 3). Education Week.
As part of a series of articles examining important factors in successful school reform, this article highlights alternatives to the time-bound and time-conscious traditional nature of schooling.
Teachers take charge of their learning:
Transforming professional development for student success
http://www.nfie.org/publications/takecharge_full.htm
Renyi, Judith, NEA Foundation for the Improvement of Education (1996).
This report addresses two key issues: rationale for teacher development work and the relationship between teacher learning and student learning. Suggestions for making time and examples of effective models are included.
Teachers who learn, kids who achieve
http://web.wested.org/online_pubs/modelIPD/welcome.shtml
WestEd. (1996, October).
Vignettes and teacher voices help to tell the story of eight Department of Education professional development award-winning schools. From common elements in the eight schools, guiding principles for successful reform are outlined. Cultural elements, including time use, are important.
Time for reform
http://www.goodschools.gwu.edu/researchdb/PDFDocs/ED/354/595/ED354595.PDF
Purnell, Susanna, and Hill, Paul. (1992). Published originally by RAND and reproduced on the web by ERIC.
The authors identify six strategies that schools use to provide time for reform and outlines the role of time in making effective change in schools.
Treating teachers as professionals
http://www.glef.org/FMPro?-DB=articles1.fp5&-format=article.html&-lay=layout%20%231&learnlivekeywords::jargonfree=Ongoing%20Professional%20Development&-max=200&-token.1=Art_412&-token.2=Ongoing%20Professional%20Development&-token.3=Skillful%20Educators&-find
Curtis, Diane. (2000, October). Edutopia.
At the Sherman Oaks Community Charter School, the principal and teachers all meet each day from 11:30 to 1 for professional development purposes. This article from Edutopia describes the benefits of this collaborative period and how the teachers use the time.
Using time well: Schedules in Essential Schools
http://www.essentialschools.org/cs/cespr/view/ces_res/15
Cushman, Kathleen. (1995, November). Horace.
With the Prisoners of Time report in 1994, many schools began to question how the school day was structured. This article highlights the goals of alternative scheduling arrangements and describes several options with examples from different schools.
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