Students who fail a course have an earlier opportunity to retake it, enabling them to regain the graduation pace of their peers. Teachers have fewer students to keep records and grades for each semester, and schools require fewer textbooks. What's more, overall satisfaction in the learning process is greater for both students and teachers. The lab recommends a minimum of two year's planning time before implementation, to make sure the new schedule meets the needs of all concerned. Adequate staff development time is also essential, say Canady and Rettig.
Most teachers have much less experience with the latter two phases than with the first.
Teachers may also need training in cooperative learning, class building, and team formation. Before instituting major schedule changes, it's desirable to have a common vision, a good plan, and strong support of all stakeholders, says Carroll. Ideally, the superintendent, school board, principals, teachers, students, and parents should all be provided with opportunities to learn about the proposed innovations, and have plenty of chances to discuss the ramifications. Attempting smaller changes minimizes the risks, they note, but creates less striking results and is also less likely to generate enthusiasm and commitment. To be successful, the change must address a need, fit the teachers' situation, be focused, and include concrete strategies.