ABSTRACT
High school schedules are often adopted to facilitate the implementation of desired instructional programs. Conversely, sometimes a scheduling change becomes a catalyst for instructional innovations. 1 Regardless, the implementation of block scheduling always brings with it a need for staff development on a variety of topics. As noted by the National Commission on Time and Learning [1994], “[It] is a myth that schools can be transformed without giving teachers the time they need to re-tool themselves and reorganize their work” [p. 8]. When high schools change from a single-period daily schedule to blocks of time, a major concern for many teachers is how to design lessons that can best be delivered in the larger instructional time periods. Training in cooperative learning and other models of teaching is needed to assist teachers in breaking away from their reliance upon lecture and discussion. Also, sometimes adopting a new schedule is accompanied by a reduction in the number of “tracks” in a school. While Advanced Placement (AP) and Honors classes frequently remain intact, school personnel often allow any student willing to attempt those classes to enroll. Sometimes, all other students are grouped heterogeneously. Again, teachers require significant training to develop the confidence and skills necessary to work with mixed-ability groups. In addition, teachers may require new techniques for classroom management, especially for low-level classes if tracking continues. Another programmatic innovation that often accompanies block scheduling is the implementation of interdisciplinary curriculum and instruction. Teachers and administrators need in-service in the design and instruction of integrated units and lessons.
