A Portrait of Two Middle Schools: An Examination of Common Planning Time

• In Event: Middle-Level Education Research SIG National Project on Middle-Level Common Planning Time

Abstract

This multi-site descriptive case study focuses on two middle schools, one suburban and one rural, in one southeastern state. Though community types differed, the schools were quite similar in context and student outcomes. Findings from responses to the National Middle School Common Planning Time instrument also yielded similar results. While 88% of respondents from School A agreed that all grades are teaming, 83% of respondents from School B indicated only one or two grades participate in teams. Teachers from both schools indicated the same three main activities took place during common planning times; that is, discussing student behavior problems, planning special team activities, and discussing student learning problems. These results are troubling, given that all teachers in this district received professional development in professional learning communities but, according to the teachers, little or no professional development was received in coordination and integration of curriculum. Findings from this study point to the need for school and district leadership to more closely monitor the implementation of professional development on common planning time and provide job-embedded support for teams so that fidelity to the mission of the middle school concept is embraced.

Author

• Pamela S. Angelle, The University of Tennessee