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## How the Teacher’s Schedule Can Improve Student Achievement

Elementary schools that still schedule students in self-contained classrooms could be depriving their students of a better education. Self-contained classroom teachers are not always the most qualified people to teach the four core subjects (literacy, social studies, math, and science). Also, teachers of self-contained classes are generally not confident in teaching all four subjects. Schools should look for other ways to schedule their teachers that better support both teacher and student performance.

Before the school begins to develop a different model for its students, the administration should investigate the certification of all teachers. This will allow the administration to maintain compliance with all federal and state laws before assigning teaching assignments. Also, the administration should talk to the teachers to find out what subjects they are qualified to teach or would feel comfortable teaching.

This information will provide the administration with the basic information needed to make an informed decision about which subjects to assign to each teacher. This process must also be done when hiring teachers. Knowing what teachers are qualified for and what they are confident in teaching will go a long way in improving student achievement.

Once the administration has done the background work, it’s time to choose the model that best suits your school. The aim is to have the most qualified teachers who teach the area of their specialization, and limiting the teacher to teach two subjects. Because of the new Common Core Standards, teachers must become content experts in their areas to keep up with all the necessary changes. Two content areas per teacher are recommended. Traditional roles as generalists in various subject areas should be a thing of the past.

Schools can start as low as the second grade level with this model. It’s called platooning, or the departmentalized model, and it’s similar to what middle and high schools use. This model requires students to change classes every hour to a new subject and teacher. Most likely the teachers would take each class to the next teacher and have a new group of students every hour. Teachers would only teach in their area of expertise. As a result, students would learn from the most qualified teachers.

Some elementary schools don’t think their students are ready for that much movement, so they use a variation of the model. This variation has teachers become content experts in two areas, such as literacy and social studies, and another teacher would be the expert in math and science. Students would spend two hours each day with the literacy and social studies teacher and two hours with the math and science teacher. Both models could cause students to switch classes, or students to stay in a class while the teacher switches classes. Schools can decide logistics independently.

This is what one such schedule would look like: the student could start the day with a reading and writing teacher, and rotate to music, art or physical education classes. After lunch, the student would attend a math and science class, then return to the original teacher for social studies.

Research has shown that schools that adopt these models have found that students learn more, teachers are more excited because they spend more time on subjects they enjoy, and test scores improve. For these reasons, schools seeking to improve student achievement should investigate these models.

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