Assessing How Time is Currently Used

Educator assesses and analyzes how student and/or teacher learning time is currently used in his/her classroom or school.
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About this Micro-credential

Key Method

Educator uses a tracking tool to examine how time is used in his/her classroom and/or school schedules in order to identify areas that might be redesigned to allow for more effective learning opportunities for students and/or teachers.

Method Components

This demonstration of competency will be accomplished by completing one of the tracking tools to determine how time is currently used by students and/or teachers. The educator will examine the data and consider scheduling opportunities that might be used to redesign learning structures to better meet the learning needs of students and/or teachers.

Using a Tracking Template:

  • Complete one of the tracking tools to identify how time is currently structured and used (See resources section for templates).
    • Example Procedure: Teacher Time Tracker
      1. Choose a “typical” day to audit your classroom time.
      2. For each 15 minutes of class, check the box that best represents how that classroom time was spent.
      3. At the end of the day, review your chart. Count the total number of boxes in each category and multiply that number by 15.
      4. Record the total number of minutes spent for each category.

Implementing the Review and Analysis process:

  • Review and analyze the data in the tracker, using guiding questions, to identify opportunities to redesign learning structures in order to better align to a need or gap in the classroom or school schedule.

Examples of guiding questions:

  • How was the greatest amount of time spent? How about the least amount of time?
  • Does your response to the questions align with intended outcomes?
  • Is the greatest amount of time spent doing the things that make the most difference for student learning? If not, what opportunities exist to create better alignment?

Recommended Next Step: Teacher Powered - Engaging Stakeholders

Research & Resources

Supporting Research

This study emphasizes the importance of studying the role of time in communication as an integral part of nonverbal communication in the classroom.

  • Cooper, P. J., & Simonds, C. (2007). Communication for the classroom teacher. Pearson College Division.

This study demonstrates that teacher time has been a critical issue for policy implementation for over two decades.

  • Campbell, R. J., & Neill, S. S. J. (1992). Teacher Time and Curriculum Manageability at Key Stage 1: A Third Report of Research into the Use of Teacher Time. Retrieved from
    http://eric.ed.gov/?id=ED358045

Although focused primarily on special education teachers, this study demonstrates the need for attention to how teacher time is used.


This U.K. study considers the implications of time pressures created by externalities on teachers.

  • Bailey, G., & Colley, H. (2014). ‘Learner-centred’ assessment policies in further education: Putting teachers’ time under pressure. Journal of Vocational Education & Training, (ahead-of-print), 1-16. http://eric.ed.gov/?q=Teacher+Time&id=EJ1061447

Resources

Assessments

To complete this micro-credential, choose one of the time trackers below OR another you may be familiar with:

Submission Requirements

Submission Guidelines & Evaluation Criteria

To earn the micro-credential, you must receive a passing evaluation for Parts 1 and 3 and a “Proficient” or higher for each component in Part 2.

Part 1. Overview questions

Activity Description (300-word limit):

  • What need was identified during Teacher-Powered micro-credential: Assessing How Time is Currently Used? If no need was identified/used from the previous micro-credential, please identify the need that was used for the purposes of your plan.
  • Why is it important to address that need?
  • How did you deepen your knowledge about how to redesign learning time? What resources did you review? (The resources can be from the Resources section in this micro-credential OR other materials of your choosing.)

Part 2. Evidence/artifacts

Please submit:

  • A “before” and “after” version of the schedule or plan for student and/or teacher learning time that was addressed in this micro-credential, with an explanation about where changes were made.
  • A timeline for implementation of a small-scale prototype or test of the new plan.

Part 2. Scoring guide

Your artifact submission will be assessed based on the following rubric. You must earn an overall “proficient” or higher score on this portion of the total submission in order to earn the micro-credential.

Part 3. Reflection

Please respond to the following (500-word written reflection or 7-10 minute audio recorded reflection):

  • Explain how your proposed schedule/plan addresses the specific need identified and rationale behind the changes.
  • Describe how you will test or prototype your schedule or plan.
  • What challenges do you anticipate with implementing your prototype or test?
  • How will you overcome those challenges?

Please respond to the following questions (500-word maximum):

  • How will your proposed plan create more and/or better personalized learning time for students and/or teachers?
  • What do you anticipate the impact will be on student and/or teacher learning when your plan is implemented?
  • How will you determine whether or not your prototype has been successful? What measures of success will you use?

Except where otherwise noted, this work is licensed under:
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)
http://creativecommons.org/licenses/by-nc-nd/4.0/

Requirements

Download to access the requirements and scoring guide for this micro-credential.
How to prepare for and earn this micro-credential - in a downloadable PDF document

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