The document provides guidance on effective master scheduling for schools implementing small learning communities (SLCs) like career academies. It outlines the key stages of master scheduling including planning, student course selection, building the schedule, and analysis. The stages emphasize creating a schedule that supports SLC goals like cohort scheduling, common teacher planning time, and equal access to rigorous courses. Guiding principles, tools, and best practices are presented to help schedulers construct a master schedule that meets student and teacher needs.
3. Welcome!
• Why a session
on master
scheduling
• Your facilitator
• Who are you?
– Title
– Context: Location
– Context: Bell Schedule
– Experience
- Workshop Learning Goal
• Or:
– Amount of torn hair?
– Level of blood pressure?
– Drinking problems?
– OR scheduling bliss?
4.
5. Master Scheduling
The process of matching philosophy
and resources with requirements and
needs in a system which recognizes the
readiness of individuals and which
increases the probability of success for
all.
6. The Perfect Master Schedule
A schedule in which ALL students and teachers
are successfully cohorted in their respective
academies; where each academy team (or
grade level academy team or upper/lower
division academy team) of teachers shares
common planning time; and where every
student is supported to successfully complete a
challenging, interdisciplinary program of study
that results in her/him graduating college- and-
career-ready.
7. So... If you are the
person/s or team who has
ultimate responsibility for
the master
schedule, what is one
indicator that you have
done a good job?
9. Session Objectives
• To learn about Master Scheduling Guiding
Principles & Essential Elements
• To learn more about the Stages and Steps of
the Master Scheduling Process and related
best practices.
• To explore some successful Master Scheduling
solutions, especially with regard to Academies
10. Objectives
• To increase our own expertise, efficiency, and
effectiveness in building a successful Master
Schedule
• To acquire valuable master scheduling tools
and resources
• To share our own scheduling best
practices, challenges, and solutions
11. Why is scheduling so
important?
Lack of connections
Among subjects
Among students
Among teachers
The silo approach
English
Math
Social studies
Science
• Academies provide:
– Subject connections
(interdisciplinary program of
study)
– Student connections
(Academy “family”/ cohort)
– Teacher connections
(community of practice/
common planning)
• Academies add:
– WBL experiences
– Links outside school
– Links to the future –
college and careers
12. Why is Scheduling so
Important ?
• Fundamental need of Academies/
system of Academies
• Scheduling problems = most
frequent complaint of Academies
• If scheduling is poorly done, the
result is frustration for students, for
teachers, and for parents
13. Why is scheduling so
challenging?
• Scheduling is an inherently complex process
– Many factors to incorporate
– “Constraints & Opportunities”
• Academies add new complexities:
– Student “cohort” scheduling
– Teacher common planning (support for
communities of practice)
– (If possible) Coordination time for Academy
Leads
14. The Bottom Line
• Master Scheduling is complicated, however….
Bottom line: As you build the scheduling
expertise of your master schedule
team, implement a thoughtful and inclusive
process, and utilize best practices, it is
very possible to do master scheduling
well.
15. Smaller Learning Community
“…an environment in which a core
group of teachers and other adults
within the school know the
needs, interests, and aspirations of
each student well, closely monitor
his or her progress, and provide the
academic and other support he or
she needs to succeed.” (U.S. Education
Department)
16. College & Career Academy
* Program of Study: College preparatory
curriculum
organized around a career theme
– Core academic classes
– A sequence of career-technical courses
* Interdisciplinary teaching and learning
* Project-based approach & other forms of deeper
learning
* Small Learning Community - a team of teachers
working with a group of students over time (sense of
family)
17. Scheduling with an Academy
Lens
• Student recruitment/selection involves high
expectations for all; heterogeneous grouping with
each academy reflecting the diversity of
school/district
• Cohort Scheduling
• Common planning time/community of practice
• Academy Coordination Time
• Partnerships with
Business, Postsecondary, Government, and
Community
18. Scheduling with
an Academy Lens
• College and Career Readiness
• Work-based Learning (internships, practica)
• Student Support
19. The Stages of Master
Scheduling
–Planning
–Student Program of Study/Course
Recruitment & Selection
–Tallies
–Building the Master Schedule
–Analysis and Adjustment
–Assessment and Refinement
20. The Role of the District in
Supporting Effective Scheduling
22. Stage 1: Planning
• Assemble a Master Schedule Team
– An administrator who can make decisions about
courses to be offered and teacher assignments.
– A counselor who meets with students and knows
graduation and college entrance requirements.
– Non-teaching staff to support student
Academy/course selection and data entry
– Teachers from one or more Academy who have an
interest in the success of personalized programs
of study AND college and career readiness for all
– Other stakeholders (union rep, parent, student)
23. A Team Approach
• A master schedule team that is empowered to
make decisions, but also involves all stakeholders
in coming to consensus on scheduling principles
and priorities.
24. Planning – Guiding Principles
• Establish a set of Guiding
Principles, Priorities, and (possibly) non-
negotiables:
• A commitment to a student-centered, learning-
centered master schedule which supports
achievement and equity.
• A commitment to a master schedule that
supports interdisciplinary teaching and
learning, including project-based learning and
other forms of deeper learning.
• A commitment to a master schedule which is also
teacher-centered, supporting time for
communities of practice (common planning time)
25. Planning – Guiding Principles
– A commitment to a schedule that ensures equal
access to challenging curriculum, heterogeneous
Academies, and flexibility for improved instruction.
– A master schedule building process that is
open, inclusive, transparent, and collaborative.
•Example: Rigor – Relevance – Relationships –
Results
25
26. Planning
• Identify and address any scheduling
opportunities, needs, or constraints
• Dialogue/Communicate about the master
schedule plan and process with faculty, staff &
other stakeholders
• Administer Faculty Planning Survey
• Meet with Academy Leads/Teams, Department
Heads, Academies and Departments Together
• Solicit Student Input
• Communicate, Communicate, Communicate
27. Stage 1: Planning (continued)
• Develop and disseminate a Master
Scheduling Process and Timeline
(who/what/when/as measured by)
• Review/Update Curriculum and Courses
(District-course approval process; course
descriptions, catalogue, course codes, ROC/ROP
offerings, etc.)
• Engage stakeholders in Determining
Academy Program(s) of Study AND Course
offerings
28. Step 1: Planning
• Develop Academy/program of study/course
selection/registration packet, process, and
timeline
Recommendations:
Involve students, parents, district representatives, and the
teachers’ union early in the process.
Create charts and other visual representatives.
Communicate possible changes, thoughts and decisions.
29. Sidebar: Some Academy
Planning Considerations
• Will ALL students be in Academies?
• To what extent will each Academy have a
distinct program of study (its own
curriculum) ?
• SIZE MATTERS –
– Optimum Size of an Academy
– Optimum # of Academies Per School
30. Sidebar: Some Academy Planning
Considerations
• Will Academies be 9-12? 10-12? Other
parameters? (establishing course numbers or
tags unique to each Academy)
• What specific courses (required, elective, or
both) will students take inside the Academy?
Outside the Academy?
• Will some classes (or course sections) be
“global” – open to students from all Academies?
31. Sidebar: Some Academy
Planning Considerations
• Will certain courses be offered in multiple
Academies? OR in all Academies? (example: If
World Cultures is offered in all Academies, there will likely be
a need to establish a different course number or subscript for
each Academy-specific World Cultures section.)
• Will some Academy courses be open to
students from other Academies? (example: AP
Biology in a Health Pathway; AP Physics in an Engineering
Pathway, etc.)
32. Academy Considerations
• How will each Academy Teacher Team share
a common planning period that enables the
team to function as a community of practice?
(entire team; lower division teacher team & upper
division teacher team, grade-level team, etc.)
• Will there be a release period/ coordination
period for the Academy lead teacher?
33. Stage 2: Academy/Program of
Study and Course Selection
• Distribute Academy/Program of Study AND
Course Selection/Registration packet
• Make presentations to students/parents
• Complete Academy recruitment and
selection process
• Complete course registration process
34. Stage 2: Academy/Program of
Study and Course Selection
(continued)
** Accuracy is critical
** Student/counselor/parent/ academy
leads should edit/proof; check that each
student is meeting graduation/college
requirements
• Verification to student/parent (provides
window for consultation and adjustment)
35. Academy/Program of Study/
Course Selection (& Tallies)
• Double check everything
• Finalize student academy/course tallies & lists
• Assure that each Academy reflects diversity of
the school as a whole (use of data, policies)
• Determine final course offerings and the actual
number of course sections to be offered (for
each course, each department, each academy)
• Print final course tallies and conflict matrix
40. Tallies
• Determine resource needs and review
assignments (solicit teacher/pathway/ department
preferences; know possible FTE/budget changes;
decide when to assign teachers and rooms to course
sections, etc.) (tools include: course enrollments and
requests report; staff projections; tallies)
• Prepare Schedule Board/s, section chips (if
appropriate), and your “game plan” (order of
placing sections
41. An Academy Sidebar
• TD
Determine….
• The courses that will be academy-
specific at each grade level (as
appropriate)
• The percentage of the student day that
will be spent in academy specific
courses
• The number of teachers needed on each
academy team to support academy
student enrollment
42. Stage 3:
Master Schedule Construction
• The extent of prior planning and the
accuracy of student information has much to
do with success of construction.
• Important Principles for Construction:
– Equal access to challenging curriculum for
ALL students.
– Heterogeneous Academies NOT separate
honors, special education, ELL
sections, etc.
43. Stage 3: Master Schedule
Construction (continued)
– Cohort scheduling of “pure” communities
of students with TEAMS of teachers.
– Academy enrollment is guiding force for
teacher selection and assignment.
– Academy cohorts MUST be scheduled
early (or in conjunction with singletons)
and their cohort integrity maintained
throughout the process.
44. Cohort Scheduling Example
for several Academies
Pathway A Pathway B Pathway C
Non-Academy Time Academy Time Non-Academy Time
Academy Time Academy Time Non-Academy Time
Academy Time Academy Time Academy Time
Academy Time Academy Time Academy Time
Academy Time Non-Academy Time Academy Time
Non-Academy Time Non-Academy Time Academy Time
45. Steps for Successful
Construction
• Always refer back to priorities set forth by the
school & the scheduling team.
• Following the PDSA cycle-
Plan, Do, Study, Act. (Maintain scheduling
history/ scheduling data over time.)
• Step 1- Have a large visual of the schedule
available to all key stakeholders. (Magnetic OR
foam boards work well)
46. Steps for Successful
Construction
• Step 2- Analyze building and plan for close
proximity of Academy classes.
• Step 3- Lay out Academy blocks, according to
course tallies, at first without teacher names.
Include common planning time for each
academy teacher team.
47. Steps for Successful
Construction
• Step 4- Place singleton courses and identify
conflicts and other constraints (see “Dirty Dozen”)
that could potentially break down Academy
“purity” for teachers and students.
(doubletons, triple-tons)
• Step 5- Make adjustments to Academy
schedules and balance courses. (Conflict matrix
is very helpful)
48. Steps in Successful
Construction
• Step 6 - Follow process to gain teacher input
on Academy (and Department) course
assignment prior to placing teachers.
• Other considerations include: Parallel classes to
facilitate movement
• Checks: student schedules, total sections per period;
room usage- needs (computers, arts, etc.), teacher
conflicts (# of preps, classes); other
54. Dealing with Constraints
“The Dirty Dozen” (see CASN Scheduling Guide or excerpts)
– Singleton courses - band, choir, orchestra, other
electives
– Various course levels (AP, etc.)
– Teacher credentials/certifications
– Room assignments/usage
– Multiple lunches
– Student mobility
– Enrollment Numbers - Section Allocation
55. Dealing with Constraints
• Building Layout
• Union Issues/ Pupil Contact Time/Teacher Preps
• Specialized student programs (Special
Education, English Language Learners, Academies)
KEEP IN MIND:
a) Academies provide options AND
b) EFFECTIVE MASTER SCHEDULING IS
POSSIBLE.
56. Some answers during construction-
Removing the Roadblocks for electives
• Creation of “Elective Lane”- Choosing to
place all possible high enrollment elective
courses into the exact same class
period, while not having any core Academy
classes scheduled during that time slot.
• Considerations of number of
courses/teachers on each grade level
Academy team
57. Removing Roadblocks related to
Honors/ AP/Dual Enrollment
– Removing the differentiation in courses between
honors and regular and contracting for honors
grades within one course. (embedded honors, honors by
exhibition, etc.)
– Increasing Academy student access to AP
and/or dual enrollment; Increasing expectations
that more Academy students take rigorous
course/s; embedding pre-AP curriculum; adding
AP seminars/support classes.
58. 1 Academy Core Academy Core
2 Academy Core Academy Core
3
Non Academy
core course
Non Academy core
course
4
Math Lab/Elect. PE/elective
Reading Lab/
Elective
Seminar/ Practicum
Sample Pathway Schedule
4 x 4
59. Successful Construction
4x4 VPA Academy Schedule
1 VPA Art VPA Media
2 VPA Math VPA Social Science
3 AP course Science
4
Government Internship/ Senior
Practicum/Dual
EnrollmentEconomics t
60. Cohort Scheduling
A-B Rotating Block
60
Monday Tuesday Wednesday Thursday Friday
Collaboration
Time
Period 1 Period 2 Period 1 Period 2
Period 3 Period 4 Period 3 Period 4
Period 5 Period 6 Period 5 Period 6
Period 7 Period 8 Period 7 Period 8
61. Additional guiding principle to
construction- Using Flexible Time
• The schedule provides access to improved
instruction. The addition of the Flexible Block.
• An uninterrupted period in which a team of
teachers instruct a “pure,” common set of
pathway students.
• Power is in teacher autonomy and access to
alternate student groupings.
• Always think: innovation for time with students
63. Stage 4:
Analysis and Adjustment
Run Scheduler- identify percentage of success
Important to shift student groups to balance
numbers across Academies, BUT equal access
and heterogeneous groupings must be
maintained. (student choice=important)
Academy teacher teams can offer key input at
this stage as to what would improve their ability
to instruct and plan.
64. Stage 4: Analyze & Adjustment
(continued)
• Balancing teams and maintaining purity changes
how student conflicts are resolved.
• A student may need to take a particular class that
is in another Academy’s program of study to fix a
conflict rather than individual courses being
changed. (issues involved)
• Important to visually identify class sections that
include students from more than a single Academy.
65. Stage 4:
Analysis and Adjustment
Students Pathway Attempted Scheduled Conflicts Reason Adjust. Made
225 VPA 225 205 20 AP BIO x
331 BUS.MARKET 331 311 20 SYMP. BAND x
115 COMMUNIC. 115 112 3 SPEECH 1 x
119 ENVIRON. SCI. 119 106 13 BAND+CHOIR x
83 PHILOSOPHY 83 72 11 SOC./PSYCH LI x
96 HUMAN SERV. 96 81 15 LATIN 2 x
139 TRAVEl/TOUR. 139 128 11 IINTRO TO MNG. x
66. Stage 4:
Analysis and Adjustment
• The goals of the Analysis, Adjustment, &
Distribution of Schedules:
– To complete a final analysis
– To distribute the schedules
– To make any further adjustments as
needed
• Year to year tracking of scheduling
conflicts, challenges, and solutions is
important!
67. Stage 5: Assessment &
Refinement
Do you remember the first year you taught?
That may be about where you are now
Do you remember your fifth or tenth year of
teaching?
That is where you can get to
68. Internal Assessment
• Learning from those involved in the
process
– Administrators
– Counselors
– Academy Leads
– Department Chairs
– The scheduling team
• Plus looking at the results
69. Looking at the Results
Equity example:
How do you determine if your
students have equal access to
your academies?
70. External Assessment
Learning from those affected by the results
Students
Parents/Supporting Adults
Teachers/staff
Through:
Focus groups
Surveys
Data
71. A cycle of improvement
• “Those who cannot remember the past are
condemned to repeat it.” - George Santayana
– What principles and priorities were met?
– What principles and priorities were not well
addressed?
– How can you improve the process?
• Keep your eye on the goal, and celebrate
progress
72. Beginning Questions to Answer
How many academies? Grade levels involved?
Size//Student enrollment?
• How many courses will be Academy specific at
each grade level?
• What percentage of the student day will be spent
in Academy specific courses?
• How many Academy teachers will be needed to
support Academy enrollment?
73. Beginning Questions to Answer
• How will you assure Academy teachers are
trained to implement thematic, interdisciplinary
curriculum and projects?
• How will you assure common planning time for
Academy teaching teams/communities of
practice?
Where will internships and community-based
learning experiences be implemented or
supported in the schedule? (Will there be a course
in which these occur?)
74. Questions to Answer
• How does your student information system
//scheduling system handle student tags/flags and
course tags/flags//subscripts?
• Who is responsible for protecting academy purity
(student cohorts) in the schedule?
• Who is responsible for assuring equity? (all
students have access; each academy reflects
diversity of the school/district as a whole;
distribution of high quality teachers; etc.)
• Answer these, the schedule is EASY….
76. Coming Soon –CCASN Interactive
Master Scheduling Guide
• Focus on Effective Scheduling for Academies
and Linked Learning Pathways
• How you, your District, site, and Academy
might help….
• How you, your District, site, and Academy
might benefit ….
Blessed are those who share.
78. Info on Scheduling Guide, Scheduling
Dropbox - Staying in Touch
Patricia Clark
510.504.3826
patricia510@gmail.com
http://casn.berkeley.edu
Notes de l'éditeur
“You cannot have students as continuous learners and effective collaborators, without teachers that have the same characteristics.” - Michael Fullan
Begin to develop an academy/site-specific master scheduling action planBegin to develop a Complex or District plan for supporting Master Scheduling success Consultancies and/or Open Space Technology
God didn’t create self-contained classrooms, firty minute periods, and subjects taught in isolation, we did – because we find working alone safer than and preferable to Working together>” Roland Barth, 1991
