To understand a school’s values and priorities, look at its schedule.
When schedules do not meet the instructional needs of students, the result is a pipeline from Pre K through grade 12 that leaks students, an outcome disproportionately experienced by students of color and other marginalized student groups. This practical and thoughtful guide demonstrates how school and district scheduling teams can become ’Architects of Equity’—highly effective teams who design schedules that reflect their commitment to student achievement and social-emotional wellbeing. Including strategies to shift collective mindsets around scheduling, organize and support teaching teams, and ensure fiscal responsibility in scheduling, Equitable School Scheduling is a vital resource for secondary school leaders committed to dismantling systemic inequities inherent in school structures.
Readers will learn how to
- Self-assess site and/or district data through a deep examination of the course of study, site schedule(s), transcripts, and graduation cohort outcomes.
- Design and implement an Equitable Core—a guaranteed set of courses that all students experience as a part of a meaningful graduation.
- Prioritize underestimated and historically underserved students in the planning of the schedule.
Equitable School Scheduling helps school and district administrators use scheduling as a tool to transform the leaky pipeline to graduation into a meaningful path to post-secondary success for all students.
Innehållsförteckning
About the Authors
Chapter 1: The Invisible Hand of Equity: Why Scheduling Mindsets Matter
Chapter 2: Status Quo is Waiting Around the Corner
Chapter 3: The Scheduling Whisperer: Using Equity Self-Assessments to Determine Gaps Between Intention and Action
Chapter 4: Designing the Equitable Core as a Roadmap to Potential: Utilizing Courses to Support Talent, Not Sort It
Chapter 5: Scheduling the Margins
Chapter 6: Strategic Structures: Pathways, Teams, and Cohorts, Oh My!
Chapter 7 Resource Equity: The Costs of Inequitable Scheduling Practices
Chapter 8: Equity by Design: Establishing Guiding Structures for Scheduling Teams
Om författaren
Dr. Lori Rhodes is currently an Associate Superintendent with Stamford Public Schools in Connecticut. In her current work as a district administrator, she focuses on family and community engagement, innovative educational opportunities to provide access and opportunity for each student, principal supervision and support, and student discipline. Prior to this, Lori was an Assistant Professor of Educational Leadership, a secondary school site administrator and founding principal of a charter high school, and a bilingual (Spanish) teacher. Lori started her career almost three decades ago with the Teach for America program in Los Angeles. Her areas of expertise include scheduling, teaching English Learners, using data and assessments to increase student achievement, improving school culture, and developing leaders in schools. Lori is committed to providing equitable and inclusive educational opportunities by creating a rigorous and supportive culture that results in a sense of belonging for all students.
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