7th grade spelling curriculum: 3.98 hours
I'm planning and conducting model lessons for the 7th grade teachers in addition to writing the curriculum.
Computer Applications grading: 0.47 hours
I've been stealing a lot of class time to grade their assignments this week, while they have worked on projects.
Honors English 8: 8.75 hours
I had a couple of grading and planning binges. Moving to the new core, and emphasizing mastery grading over completion grading is a lot of work.
Literacy Letter: 3.07 hours
I worked on this during the school day as well. It's done, and all that's left is the printing and stuffing. Hoorah!
Tech Services (mobile lab maintenance): 2.21 hours
There have been many unhappy laptops lately, and I think it might continue. There's got to be something going on with the software updates . . .
Updating school website: 0.48
My goal of having that site run itself gets a bit closer each year.
School Community Council: 1.12 hours
In "Studying Teacher Moves," Michael Goldstein offers some good sense about what we know and what we need to know about effective teaching. Not just effective teaching- efficient teaching. The passage that seems most relevant to my life is:
That's the question that keeps ringing in my head: exactly what am I allowed to stop doing? Or just do less of?A second issue is that researchers don’t worry about teacher time. Education researchers often put forward strategies that make teachers’ lives harder, not easier. Have you ever tried to “differentiate instruction”? When policy experts give a lecture or speak publicly, do they create five different iterations for their varied audience? Probably not.
The return on investment for teacher time and the opportunity cost of spending it one way rather than another is rarely taken into account. In what other, valuable ways could teachers be spending the time taken up with building “differentiation” into a lesson plan? They could phone parents, tutor kids after school, grade papers, or analyze data. Much research implies that teachers should spend more time doing X while not indicating where they should spend less time.
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