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 part 2.

Part 1    Overview Questions

500-word limit

Activity Description:

  • As you review your tracker data, what are some areas where large amounts of time are used? Were you surprised or concerned about how time has been allocated? If so, why?
  • As you analyze the larger time windows, which ones align with better learning for students and/or teachers?
  • Where might you have windows of time that do not align with more or better learning opportunities for students and/or teachers?

Part 2    Work Examples / Artifacts

Please submit a completed time tracker for students and/or teachers with summary of the total amount of time spent on each category.

Part 3    Reflection

500-word written reflection or a 7-10 minute audio recorded reflection

Please respond to the following, either in writing or via audio recording:

  • As you review your time tracker, what were windows of time that were spent that do not align with your school or classroom priorities for more or better learning for teachers or students?
  • Based on your analysis of how time is currently used, what might be some ideas you are considering for how time might be better spent in order to support and enhance the personalized learning of students or teachers? Brainstorm and compile a list.
  • As you review your list, what is the main priority or need you would like to consider further as you learn more about restructuring time to allow for better personalized learning for students or teachers? why?

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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