Standing up for flexible scheduling
When we stand together and make our voices heard, we can win the changes our students need. Recently WEA members met with leaders at the state Superintedent of Public Instruction's Office to share stories about how rigid schedules, based on funding compliance instead of best practice, were affecting educators, students, and families. Educators advocated for schedules that are driven by best practices in teaching and learning and are sustainable for students, families, and educators.
Many of the synchronous, rigid schedules initially adopted by districts widen education opportunity gaps for students of color and students living in poverty. These existing schedules are built on the assumptions that students have high-speed internet connections, quiet and stable housing, and dedicated time during set hours of the day to engage in schooling free of obligations to care for younger siblings or the need to work. These rigid schedules also overlook many other challenges our students are facing during this pandemic.
WEA worked closely with OSPI to define and mitigate the problems that rigid schedules created. OSPI listened to WEA member stories and used these classroom experiences to craft an update to their guidance to improve the remote experience for students and their families. This change will allow more flexible daily schedules that meet the needs of all students and families as well as the compliance requirements to maintain funding.
The updated guidance clarifies what is allowable within the prescribed 1,027 instructional hours. Districts have flexibility in creating the instructional day and should no longer feel compelled to create schedules with 5 or more hours of direct teaching and learning with a teacher to maintain funding. Schedules can and should include asynchronous and synchronous learning, independent and small group learning, time for students to receive interventions and support, student and family engagement, and educator collaboration. Many educators have shared feedback that increased family engagement time at the start of this school year has made a difference with the relationships with students in their classes.
"Our members know human connection, caring conversations and thoughtful strategies have led to phenomenal attendance and participation," said Shannon McCann, middle school special education teacher and president of Federal Way Education Association. "However it is very clear that overly structured schedules and excessive screen time for students (and educators) is impacting that magic. We applaud OSPI's declaration of flexibility to prioritize connection as a fundamental and irreplaceable component of the instructional day."
WEA recommends local unions continue to advocate for flexible student schedules that support best practices for student learning and increased family engagement so that students have the best opportunity for success in remote or hybrid settings. Schedules should provide a range of educational opportunities for students to meet minimum learning times, but still allow for the flexibility for educators to meet the needs of the curriculum, their students and their families.
"Throughout this time of uncertainty, our educators have risen to the challenge and adapted to the changing needs of the school environment," said Superintendent of Public Instruction Chris Reykdal. "The engagement and expertise of our educators is critically important as we design our systems to best serve all of our students."
Together, we will keep advocating for our students' needs. No matter if our classrooms are remote or in-person, we'e united in our dedication to every student.
