Scheduling Guide for Small Learning Communities/Career Academies

Autor/inn/en	Clark, Patricia; Dayton, Charles; Tidyman, Susan; Hanna, Tracy
Institution	University of California, Berkeley. Career Academy Support Network (CASN)
Titel	Scheduling Guide for Small Learning Communities/Career Academies
Quelle	(2006), (58 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Career Academies; High Schools; Scheduling; School Administration; Teamwork; Counselor Role; Planning; Computer Software; Course Selection (Students); Conflict + Suchen Sie Ihr Suchwort? Berufsakademie; High school; Oberschule; Disposition; Ablaufplanung; Planungsprozess; Course selection; Student; Students; Kurswahl; Konflikt
Abstract	Small Learning Communities (SLCs) and Career Academies, one variety of SLC, have grown rapidly in recent years. They are among the few high school reform approaches that seem promising and popular, bringing students together into cohorts where they support each other, teachers into teams where they do the same, and students and teachers into closer relationships which seem to benefit both. Yet while SLCs seem to work "when well implemented", they are not easy to implement. They embody a number of variations from the way high schools typically operate. In the authors' experience, failure to adhere to these two requirements--cohort student scheduling and team teacher scheduling--is responsible for the most frequent downfalls of SLCs. They have seen a number of SLCs and Career Academies fail outright because of poor master scheduling, and many others struggle when the job is done clumsily. As such, the authors have written this "Scheduling Guide" for SLCs and Career Academies. The authors begin with a fuller explanation of why scheduling is so important to the success of an SLC. Chapter II explains who needs to be involved in developing a master schedule, and in what ways. Chapter III delves into the process itself, the complexities of what needs to happen when, organized into five stages and a series of steps within each, with an annual calendar that provides a suggested timeline. Chapter IV discusses the potential conflicts that arise in the process and the many constraints that have to be considered in developing a master schedule. Chapter V reviews the features needed in software designed to assist scheduling and touches on what training and support exists to assist those who want to learn more. Appended are: (1) Alternative Bell Schedules; (2) Software Matrix; and (3) Glossary. A bibliography is included. (ERIC).
Anmerkungen	Career Academy Support Network. Graduate School of Education University of California, Berkeley, CA 94720. Tel: 510-643-5748; Fax: 510-642-2124; e-mail: ask_casn@berkeley.edu; Web site: http://casn.berkeley.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10