Instructional Planning Time: A Review of Existing Research and Educator Practice during the 2012-2013 School Year
Author: Hixson, Nate
Date: 2013-11-00
Type: Reports - Research
Subjects: Instructional Development,School Schedules,Teacher Surveys,Academic Achievement,Time,Teacher Collaboration,Leadership Effectiveness,Leadership Role,Elementary Secondary Education,Elementary School Teachers,Middle School Teachers,Secondary School Teachers,High Schools,Block Scheduling,Statistical Analysis,Comparative Analysis,Preschool Education,Teacher Role,Capacity Building,Literature Reviews,Models,Qualitative Research

A study of instructional planning periods was undertaken in late 2013 pursuant to West Virginia State Code §18A-4-14 which states: &quot;The state board shall conduct a study on planning periods. The study shall include, but not be limited to, the appropriate length for planning periods at the various grade levels and for the different types of class schedules.&quot; The West Virginia Department of Education (WVDE) Office of Research was tasked by the West Virginia Board of Education (WVBE) to carry out this study. Two strategies were employed to address the study. First the existing research and literature were reviewed on planning time. The second strategy involved conducting a survey of West Virginia educators that asked questions related to participants' current instructional planning practices and perceptions about the appropriate amount of instructional planning time. Both online and paper-and-pencil versions were administered. Four research questions were addressed: (1) What is the impact on student achievement as a result of increased planning time? (2) Is there an appropriate duration for planning periods? (3) What types of planning models are used in schools and supported by research to have an impact on outcomes? (4) What are effective leadership practices that support successful implementation of planning time? Unfortunately, because instructional planning is a very complex issue there is no definitive recommendation from the research literature with respect to the amount of time necessary to support effective instructional planning. However, there is general agreement that more, rather than less planning time is beneficial. Some evidence exists supporting the provision of at least 3 hours per week to achieve beneficial impacts related to student achievement. Factors such as programmatic level, school schedule type, teacher role, content area, and specialization all have impacts on how much and what kind of instructional planning educators need. On average, West Virginia educators believe they ideally need about 22 more minutes of planning time at school daily to support effective instruction. Recommendations include: (1) Maintain or increase current levels of planning time; (2) Advocate strongly for the integration of collaborative planning as a central feature of school practice, especially among secondary schools; (3) Provide tangible support to leadership at the district and school level that focuses upon building leaders' capacity to (a) provide time and resources to support professional development and capacity building, (b) prioritize and protect collaborative time within the school schedule, (c) ensure collaborative teams are appropriately organized and include the right members, (d) ensure teams are coherently focused and working in alignment with other school and district goals, and (e) establish a clear rationale and communication plan that describes the purpose and expectations for collaborative planning. (4) Consider teacher role as a factor in determining the amount of planning time necessary; and (5) Consider seeking additional input from administrators and LEAs regarding this issue. Appended are: (1) Educator Survey; and (2) Complete Descriptive Statistics.