Anderson, Lorin; Walberg, Herber; Timepiece: Extending and Enhancing Learning Time; National Association of Secondary School Principals, 1993

The purpose of this resource is to help educators think carefully about how educational time is and should be used. The author(s) of each chapter were asked to write about how learning time within and outside of school can be extended and enhanced. The themes in this book include: using discretionary time for academic learning; understanding the cycles and rhythms of time in schools to create rhythms of experience that control the intensity of instruction; differentiating among allocated and instructional time, time on task, and academic learning time; rethinking the social and cultural context of time and considering non-linear scheduling alternatives; organizing a year-round school to meet individual needs and preferences; and examining the influences of activities outside school that may interfere with or promote learning. In the final chapter, the editors present a series of recommendations derived from the commonalities across the chapters.

Gandara, Patricia; The Dimensions of Time and the Challenge of School Reform; State University of New York Press; 2000

This collection of academic essays addresses the issues of time and school reform. Time is conceptualized globally in two ways throughout the text ? "as content: an entity that is managed and manipulated in school reform efforts, and as process: a factor that shapes how individuals experience efforts to create school change." (pp. 2) The relationship between the amount of time invested in learning and the quantity and quality of learning and students achievement are discussed. The essays are presented in three sections: Part I Conceptualizing Time and School Reform which presents a conceptual framework for time, learning and school reform; Part II Time as the Content of School Reform which includes discussions such as effective use of time for English language learners, rethinking time and teacher working conditions, and increasing achievement for elementary students through manipulation of time; and Part III Time as Process in School Reform where topics include teachers' use of between period time, redesigning schools to meet the needs of immigrants students, and lessons from a collaborative field study of time and school change.

Leadership Update
http://www.teachers.ab.ca/Resources+For/School-Based+Administrators/ Leadership+Update.htm

Leadership Update is a newsletter intended to provide quick and accessible information to administrators on some of the many issues facing them and to inform them about services available to them from the Alberta Teachers' Association. See http://www.teachers.ab.ca/Resources+For/School- Based+Administrators/Leadership+Update.htm for current and past issues.

Schroth, Gwen; Fundamentals of School Scheduling; Technomic Publishing Co.; 1997

This procedural book may help prepare the new principal, guidance counselor or other person(s) responsible for building a schedule. Schroth considers the developmental needs (physical, social, emotional and intellectual) of elementary and middle school children, the various ways students are grouped, student behaviour, teacher preferences, teacher planning time, courses offered and the obstacles lunch time places in a schedule. Traditional and non-traditional models are reviewed with the understanding that good scheduling requires change, and change requires staff development. An appendix provides a list of time-saving computer programs for scheduling assistance.

Adams, Don; Salvaterra, Mary; Block Scheduling: Pathways to Success; Technomic Publishing Company, Inc, 1997

For those considering block scheduling as an option, Block Scheduling: Pathways to Success, is a helpful resource. The authors of this book purport that block scheduling (i.e., a readjustment of the way time is divided within the school day to create longer instructional blocks of time) has the potential to allow schools to do more project learning, promote critical thinking, and create an environment in which in-depth investigations can occur on a daily basis. In this resource you will find information about:

• how to decide whether block scheduling will meet your needs,
• how to prepare to take advantage of the opportunities of block scheduling,
• who should lead the change and how to create public support for block scheduling,
• how to ensure that curricula and course design promote the use of block scheduling,
• factors affecting the implementation of block scheduling, and
• how to enhance and evaluate block scheduling.

The issues and suggestions in this book represent those of 210 teachers from five schools who worked closely with the authors for over 5 years.

Canady, Robert; Rettig, Michael; Block Scheduling: A Catalyst for Change in High Schools; Eye on Education Inc.; 1995

Block Scheduling: A Catalyst for Change in High Schools contends that high school scheduling is much more that just mechanics (e.g., minimizing schedule conflicts, making room assignments, collecting students' choices, assigning teachers to sections, meeting contractual requirements). The authors strongly believe that a well-designed school schedule plus a collaborative effort by teachers and administrators to improve instruction can act as catalysts for critical changes needed in today's high schools. School scheduling has the power to facilitate successful implementation of programs and school-wide use of effective instructional practices.

In section 1, Canady and Rettig provide an overview of the problems associated with existing high school schedules, the goals of block scheduling, and an introduction to the models of block scheduling. Sections 2 and 3 describe alternate day block schedules (six and seven course models) and the 4/4 semester plan as well as discuss instructional, teacher and student issues, and costs. Section 4 discussed quarter-on, quarter-off, trimester, and single course plans including the Copernican plan. Sections 5 and 6 are devoted to a discussion of how scheduling models can be blended. Section 7 discusses how schedules can extend teacher planning and professional development opportunities. Section 8 offers a wealth of instructional strategies for the block schedule. This resource also provides an evaluation matrix, planning checklists and indicators of achievement for high school restructuring efforts.

Carroll, Joseph M.; The Copernican Plan Evaluated: The Evolution of a Revolution; Copernican Associates, Ltd.; 1994

Carroll provides solid, research-based answers to the questions about how the Copernican Plan (a type of 4x4 block scheduling) can demonstrate that it has met its claims for improved performance of students. This resources has four sections. The first section deals with research and evaluation, using the author's experience with the Copernican Plan at the Masconomet Regional High School in Massachusetts. The second section builds on section one through the evaluated experience of seven other high schools. The third section summarizes the results and analyzes their meaning. The final section describes the potential that this experience has for improving educational goals.

Kralovec, Etta; Schools That Do Too Much: Wasting Time and Money in Schools and What We Can All Do About It; Beacon Press, 2003

Schools That Do Too Much was designed by its author to engage people in a conversation about radically rethinking the way time and money are used in schools. Part I of the book examines a typical day of an American high school student and analyzes the ways in which time is spent or misspent in the daily routine. It also examines the history of the school schedule, school budgeting, and after-school activities. Part II turns the critical lessons illustrated in Part I into recommendations designed to improve learning, from alternative approaches to budgeting to options for organizing the school day. Kralovec shares success stories of "break-the-mold schools" throughout the book and in the suggested readings. She recommends that strength is needed to critique existing daily structures that determine the quality of life in our classrooms.

Queen, J. Allen; The Block Scheduling Handbook; Corwin Press, Inc.; 2003 Companion Web Site - http://blockscheduling.com/

As the title suggests, this book is a how-to guide for block scheduling. The author presents benefits and cautions, provides a refresher of the developmental aspects of growth and behaviour and their implications for block instruction, describes considerations when building a block culture in your school, and describes various block scheduling models and their implementation at the elementary, middle school and high school levels. The book also includes chapters that discuss the alignment of standards and course content, samples of curriculum alignment and pacing, and several effective instructional and assessment strategies for block scheduling. The companion web site offers additional resources (e.g., presentations, staff development materials, etc.) to those who have purchased the book.

Note: An extensive bibliography of resources on block scheduling, school schedules, and use of time in schools was compiled by Steve Krasner, Special Education Resource Centre at the State Department of Education, CT, and can be found at http://www.ctserc.org/library/bibfiles/blocksched.pdf.

Haser, Shelly; Nasser, Ilham; Year-Round Education: Change and Choice for Schools and Teachers; Scarecrow Education; 2005

Year-round education or modified-calendar schooling has demonstrated benefits for students and teachers alike. The authors of Year-Round Education describe the positive impact on teacher motivation through case studies from three schools. This book also provides general information, guidance and direction to schools wishing to transition from a traditional calendar to a year-round or modified calendar.

Perry, Brian; Hayes, Darlene; Engel, Joan; Swanson, Mark; Alternatives to the Current School Year Calendar: A Review (August 2005); Alberta Education

For those considering year-round education as an option, Alternatives to the Current School Year Calendar reports the results of an impact study conducted by Alberta Education of year-round schooling options on student achievement. The report defines year-round education as "a method of scheduling in which schools may be used during the entire year or where vacation periods are more evenly spaced throughout the year." The report concludes that a year-round or modified calendar has the potential to provide many benefits for a school. For example:

1. moving to year-round education does not reduce student achievement levels
2. students with special needs, students from lower socio-economic backgrounds, and students at risk of academic failure benefit from more consistent academic focus and more flexible scheduling
3. teachers overwhelmingly support the year-round calendar, citing reduced stress and burnout, less need for review after breaks, more appropriate packaging of curriculum, and better student behaviour
4. parental support for the year-round calendar increases over time
5. the extended school year (especially via summer school, extended day or week, and/or intersession programming) can have a positive effect on student achievement

The report also suggests optimal conditions for success. For example:

1. support from the central office is a key component of success (e.g., divisional support during summer months, summer busing)
2. larger schools and/or boards make year-round education more feasible, although there is no magic number
3. assessing parental opinion prior to implementing year-round education is key, as is giving parents/students a choice
4. calendar coordination within a family of schools is advisable

The strengths and weaknesses of single-, dual- and multi-track systems are also discussed in the report as are the results of interview and questionnaire surveys, literature reviews, and analyses of achievement results.

Note: This report is available for loan from the Alberta Government Library, 11th Floor, 10044 - 108th Street, Edmonton, AB.

Shields, Carolyn; Oberg, Steven; From Inquiry to Practice, Year-round Schooling: Reviewing What We Know; Phi Delta Kappa International; 2000

From Inquiry to Practice is another helpful resource for those considering or working within a year-round calendar. Shields and Oberg define year-round schooling as a form of educational restructuring designed either to increase efficiency by enabling a district to accommodate more pupils without providing new buildings or to modify the school year to improve both academic and non-academic outcomes. Although there are detractors and proponents of this approach, the authors summarize literature and research that indicates that year-round schooling offers both fiscal savings and improved student outcomes where it is implemented with attention to the cultural, political and fiscal context and with clarity of purpose.

In this resource, the authors describe various configurations and models (e.g., single- and multi-track schools, intersession) and discuss the perceptions of and effects on stakeholders including students, parents, teachers and administrators. Political, school, community, and fiscal issues are also discussed. The authors conclude that in today's climate of fiscal and educational accountability, that year-round schooling is an innovation whose time has come.

Note: the authors make reference to a 1994 report of the National Education Commission on Time and Learning, entitled Prisoners of Time (see http://www.ed.gov/pubs/PrisonersOfTime/index.html) as well as the National Association for Year Round Education web site (see http://www.nayre.org/), both of which provide additional background and current information respectively.

Shields, Carolyn; Oberg, Steven; Year-Round Schooling: Promises and Pitfalls; The Scarecrow Press, Inc.; 2000

This book is intended to help people understand and reflect on the issues related to a calendar change. It provides an overview of some of the commonly used models of year-round schooling (e.g., single-track year-round schooling, community-based approaches, dual-track calendar modifications, and multi-track scheduling at both elementary and secondary levels). The authors also present a data-based examination of the impact of year-round schooling including a discussion of the attitudes, perceptions, and experiences of various groups. Topics related to support, commitment, equity and voice are introduced to provoke reflection and discussion. Social, cultural, democratic, political, and fiscal considerations related to year-round schooling are raised. The authors conclude with a framework for a comprehensive examination of any educational reform initiative. This matrix should help explain the complex issues related to successful implementation of year-round schooling.

Council on School Administration http://www.teachers.ab.ca/Professional+Development/Specialist+ Councils/Council+Directory/Council+on+School+Administration.htm

Professional development opportunities are available through the Council on School Administration (CSA). The objective of the CSA is to advocate for school administrators and speak on behalf of children through the Alberta Teachers' Association. The CSA achieves this objective by

• supporting the professional development of its members through the creation and delivery of a variety of events and activities,
• acknowledging contributions to the field of educational administration and recognizing and rewarding excellence among members at both the local and provincial levels,
• developing and maintaining national and international links with other school administrator organizations,
• promoting lifelong learning,
• striving to maintain and foster close relationships with the colleges and universities of Alberta,
• offering an annual conference that provides opportunities for networking and communication among members (see details about the 2006 Western Canada Educational Administrators' Conference below), and
• publishing The Leadership Times four times annually.

Western Canada Educational Administrators' Conference (WCEAC)
October 18-21, 2006
Kananaskis, AB
Sponsor: Council on School Administration
Contact: Lorianne Tenove (Conference Director), 403-269-6872 (phone), lorianne.tenove@cssd.ab.ca

Note: for a complete listing of conferences of interest to educators, see http://www.teachers.ab.ca/Calendar?eventId=296.

In addition to the annual conference, the Council on School Administration and the Alberta Teachers' Association sponsors the Educational Leadership Academy (ELA) which is an extensive program that emphasizes the direct involvement of participants in presentations, individual consultations, intensive practical hands-on experience and the development of a personal action plan.

The ELA, welcomed Dr Gary Phillips as the keynote presenter at their recently held six day residence program (Kananaskis, AB, July 23-28, 2006). (See http://www.teachers.ab.ca/NR/rdonlyres/ADB53D71- 0C60-446D-8456-2350F442D1F0/0/ELABrochure2006.pdf.) Dr Phillips presented sessions entitled: If I Think Out of the Box and Ahead of the Curve, Where Am I?; The Transformational Interview: Changing the Culture While Collecting the Data; There Are Better Decisions Than Data-Based Decisions … Effective Leaders Know It and You Can Too; Leadership Tactics for a Systems Approach and Synergistic Organization.

The Universities of Alberta, Calgary and Lethbridge may provide graduate credit to ELA program participants. For further information, contact Leslie Kaun at (780) 447-9410 (Edmonton) or 1-800-232-7208 (elsewhere in Alberta) or via e-mail at leslie.kaun@ata.ab.ca.