ERIC Number: ED404305
Record Type: Non-Journal
Publication Date: 1996-Aug-6
Reference Count: N/A
School Renewal and Non-Instructional Time for Teachers: Profiles From the National Network for Educational Renewal. Professional Practice Series.
Vaughns, A. J.
This paper provides a basic description of the methods used to make available non-instructional time and presents profiles of seven schools in the Network for Educational Renewal (NER). Each profile describes the school's unique background, approach to providing non-instructional time for teachers, and lessons learned. Some strategies identified are: use of other staff as substitutes to free teachers; coordinated planning periods; changing schedules to include non-instructional time; and use of grant funds to pay additional staff. Some lessons learned are: change is evolutionary and can be accomplished successfully on simple as well as on complex levels; two qualities are shared by all the schools--the presence of leadership and a growth-oriented school character; and costs are a consideration. In conclusion, four questions are provided to stimulate discussion. The schools profiled are Ala Wai Elementary School (Honolulu, Hawaii), Kimball Elementary School (Seattle, Washington), Newport Heights Elementary School (Bellevue, Washington), Nursery Road Elementary School (Columbia, South Carolina), Phantom Lake Elementary School (Bellevue, Washington), Shepard Accelerated School (St. Louis, Missouri), and Westridge Elementary (Provo, Utah). A list of contacts in the schools is provided. Contains references. (JLS)
Descriptors: Educational Change, Elementary Education, Elementary School Teachers, Faculty Development, Higher Education, Partnerships in Education, Preservice Teacher Education, Professional Development Schools, Profiles, School Restructuring, School Schedules, Time Management
Center for Educational Renewal, University of Washington, Box 353600, Seattle, WA 98195-3600.
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: Washington Univ., Seattle. Center for Educational Renewal.