ABSTRACT
As in the classroom, understanding emerges in performance. Once the human element of the schedule design is in place, the computer increases its role. Since implementation of the schedule is the shared responsibility of the superintendent, central office staff, principal, and teachers, each makes an individual commitment to the process. Perhaps the most significant aspect of implementation, professional development for the staff determines the ultimate success of the schedule. Three areas comprise this phase: intervention, collaboration, and use of instructional time. The assumption that all persons involved know and understand how to function as a collaborating unit is a common misunderstanding. In order for teams, cohorts, magnets, houses, and academies at all educational levels to function, members need to have an established understanding of collaboration and its purpose in an educational setting. A relationship exists between school organization, schedule implementation, and supervision of the instructional program.
