Preparing Teachers for Effective Block Schedule Implementation

Preparing teachers for effective block schedule implementation is aided by professional development, classroom observations, and student outcomes data.

Implementing any new schedule model reorganizes how student and teachers navigate the academic day. When introducing block scheduling, administrators should train teachers how to maximize additional instructional time and ensure high student engagement. Preparing teachers for effective block schedule implementation and maintaining ongoing success is helped when districts establish continued professional learning opportunities, leverage classroom observations, and analyze student outcomes data.

Gain teacher support for block schedules

Administrators should clearly communicate to teachers the value of the block schedule and help them understand the motivations behind adopting the schedule model. When teachers understand the impact of the schedule model on student learning, they are more likely to support the change. To effectively mitigate teacher resistance to the block schedule model, administrators should commit to listening to teachers’ perspectives, diagnosing the root cause of teacher opposition, and applying a tailored solution to remedy resistance.

Prepare and train teachers

Administrators should make professional development mandatory to ensure that all teachers learn and practice effective block schedule-specific instructional strategies. By providing professional development at different points in the first year of implementation, administrators can ensure that teachers built a strong understanding of the block schedule, have instructional tools for the school year, and receive consistent support. This multi-pronged professional development approach guarantees both accountability and ongoing success of the block schedule model.

Ensure and measure ongoing success

Use peer and evaluative classroom observations to ensure ongoing support, success, and accountability. Benefits of classroom observation include:

Teachers learn new instructional practices from each other. Observing teachers, department chairs, and administrators provide constructive feedback on specific criteria (e.g., visibility and usage of learning targets, prioritization of active learning in the classroom). They follow up with customized…