Gmail - Scheduling

4/23/12 3:00 PM

Sean Murphy <seanisalways@gmail.com>

Scheduling
Sean Murphy <seanisalways@gmail.com> To: Kelley Johnson <kelleyjohnson@johnston.k12.nc.us> Sorry that it took so long. Hope it helps! Fri, Mar 23, 2012 at 7:39 AM

Its tempting when building master schedules to consider the teachers needs first. Deciding on room, class size, content preference these issues are all amplified in the notoriously isolationist culture of high school. However, considering that most students find their true passion and confirmation of identity in high school, these adult concerns must be put aside initially. Instead, as with any school level, kids come first, always. So, during the scheduling process, we look at multiple pieces of data, including screeners, previous scores on standardized tests, teacher input and, of course, student recommendation. After we get a rough sketch of numbers in particular classes (say, 160 kids in Geometry, 100 in Algebra I, 160 in Algebra II, etc), we can figure out how many blocks of each class are necessary. After that, we get into teacher concerns about classes size and content preference. At this point, we also have to consider the sad fact that not all teachers are performing at the same level. This must be acknowledged and both content and class size may be affected as a result. Finally, after weve tied hard numbers to class sizes, we start blocking out portions of the day for each semester. Once we get that rough draft with numbers of students in certain classes, it becomes a fairly dynamic process, where teacher content, class size and even student placement are relatively fluid ideas. So, as the day approaches, tweaks and changes are added or someone has a light bulb moment that fixes an issue. Ive used the word we a lot in that first paragraph. Its not a mistake. Collaborating with teachers, councilors and multiple administrators is an absolute necessity. Placing students is one of our greatest leverage points and a myopic view of the school squanders this gift that we have every school year. The importance of having as many eyes see it as possible, with in the bounds of appropriateness and trust, cannot be overstated. This is especially crucial after school has started. Listening to students and teachers can avoid a semester or year of inappropriate placement if a schedule can be changed simply within the first 5-10 days. For me, the most difficult part of building the schedule is allowing personal opinion have too much sway over decisions. We all hear things from middle school and, at our
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Gmail - Scheduling

4/23/12 3:00 PM

school in particular, there are such thick social ties that students are occasionally judged by their last name. Placement, then, becomes a matter of social prognostication instead of data-driven making. While teacher input is important, using multiple data points to place students (at least initially) into core classes allows for tighter and more targeted opportunities. It might not always make everyone happy, but it brings a system to a complex situation and allows us to make difficult decisions in the best interest of kids.
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-Sean Murphy Administrative Fellow South Johnston High School Northeast Leadership Academy Fellow cell: 252.969.2403 e-mail: seanisalways@gmail.com It's so easy to laugh/ it's so easy to hate/ it takes guts to be gentle and kind. The Smiths

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