MUSIC ADVOCACY: Caring Enough to Put the Student First
April 19, 2006
Educational Reform: Scheduling
One of the major areas of reform that seems to be ever with us is the subject of scheduling. It can take many forms including the following:
Traditional (6, 7 and 8 period options)
Block Scheduling
o Middle School Blocks (Exploratories, Wheels)
o High School Blocks o Three and four period blocks (3 x 3, 4 x 4, A/B forms, etc.) o Split Schedules ("Skinnies")
Rotating Schedules (7 and 8 period forms)
Modular Scheduling
Zero Hours (Before and After School Forms)
Sometimes proposals for scheduling changes may be combined with other reform movements or changes made within a school district. Common Reasons for Proposals to Change Scheduling
Among other reasons, people may suggest changes to emphasize certain curricular areas and to improve test scores (math, science, reading, etc.). This often serves to also de-emphasize curricular areas perceived to have lesser or minimal academic importance (such as the arts). Sometimes proposals for scheduling reforms occur in times of financial crisis as well.
In my experience, however, one of the primary motivators is what I refer to as the "Agent of Change" crisis. In every instance where I have been contacted about scheduling reform, there has been an individual leading that change who is either new to the district or a key candidate for advancement to another position within the district. It appears that in order to develop an appropriate resume as an educational leader one must be perceived as an innovator or "Agent of Change."
Guiding Principles of Decision-Making
Regardless of whether the proposed change is perceived as positive or negative, these principles must be part of the decision-making process:
The impact on the student must remain the primary concern.
The community must be involved in the process to ensure student-centered decisions.
It is the responsibility of the individual or group advocating the change to demonstrate scientific evidence that documents positive results of student achievement to be brought about by the change.
It is not the responsibility of the community to prove that the change may or will be negative, although you will be wise to have all the evidence together to support your position.
Remember…the environment of change may provide an opportunity for you to improve or expand opportunities for students to make music.
Keep an open mind. Listen…understand…contribute. Ask questions that will clarify understanding (yours and theirs). Don't make accusations.
Ask the Right Questions to Keep the Focus on Student Needs
Here are some general questions to help you move through the process of determining whether or not change is needed:
Why is change being sought?
To eliminate teachers?
To create more options for students?
To reduce/increase class sizes?
To reduce discipline problems?
To reduce the frantic pace of the day?
To balance the budget?
To improve student achievement? If so, in what skill or subject?
Who is leading the reform effort?
A specific administrator or level of administration
A specific area(s) of the curriculum (math, science, etc.)
A movement within the community (Back-to-Basics, etc.)
How will the decision impact the ability of students to make music?
Will students be able to participate in more than one music group (band, choir and/or orchestra)?
Will single-section courses be scheduled in conflict with music courses or with private or group lesson programs?
Will music be required to move outside the school day to an extra-curricular classification?
Will fees be added for continued participation in music?
Will the school be able to offer a diverse curriculum that includes smaller music options such jazz ensembles, madrigal singers, and AP Theory?
Will students be able to participate in music performance classes for the entire year?
Do you have adequate facilities to provide for continuing all your music courses?
How will staffing be impacted? Reduced, increased, teaching teams?
How will the various and specific lines of the music budget be impacted?
Can you list all the possible positive outcomes for music students?
Can you list all the possible negative outcomes for music students?
Is there a system of assessment in place to demonstrate the potential success or failure of the proposed change?
We will consider these and other questions in this series of CounterPoint articles on the various types of scheduling options. If you have specific suggestions or questions related to schedule you may submit them to info@supportmusic.com Until next time,
John Benham
[Note: Portions of this entry are contributed by Doug Bakkum from his article "Converting to Block: What You Should Know." School Band and Orchestra, October, 1998. Used by permission of the author and publisher.]
