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Allocating teaching staff principles and practices chart

Practices that support PLC’s
Model components
Changes in teacher
allocation
  • Reduction of specialized programs and creation of more generalized roles for teachers
  • Multi-age, heterogeneous groups for all subjects (E)*
  • All students in heterogeneous classes of 15 to 18, some with 1 teacher and 1 teaching assistant (E, H)
  • Title I instructors used
    school-wide and
    concentrated in focus grades or subject areas (E, H)
  • Special Ed teachers team with classroom teachers in heterogeneous groups (E)
    No ability groups (H)
  • More flexible student grouping
  • 90 mins./day of reading instruction in groups of 8 or less (E)
  • 12th graders take college courses or internships (H)
  • Title I instructors rotate to reduce size of reading groups (E)
  • Teachers co-teach interdisciplinary courses
  • Arrangements that facilitate personal relationships
  • Clusters of students remain together for three years (E);
  • Advisory groups of 12-15 students (H)
  • Students assigned to “houses” for 2 years (H)
  • All professional staff assigned advisory groups (H)
  • Teachers stay with same students for 2-3 yrs. (E,H)
  • Longer and more varied blocks of instructional time
  • Block scheduling (H)
  • Students and teachers choose a.m. or p.m. shift (H)
  • Community service and internship each week (H)
  • Specialists cover instruction (E)
  • Teachers teach interdisciplinary courses (H)
  • Teachers teach fewer classes for longer periods (H)
  • Creation of more usable collaborative planning and learning time for teachers
  • Cluster/team teachers have common planning time (E,H)
  • Teachers meet when students attend community service/internships (H)
  • Creative definitions of staff roles and work day that includes systematic use of instructional aides, part-time positions and varied job schedules
  • Trained instructional assistants work with small groups of students
    throughout the day (E)
  • Use of teaching interns as instructional aides (E,H)
  • Extended hours
  • Two alternative shifts for
    teachers (H)
  • Instructional assistants rotate to small groups (E)
  • Paraprofessionals work staggered shifts (H,E)

* E= Elementary Schools, H = High Schools

Adapted from Miles, K.H., & Darling-Hammond, L. (1997a). Rethinking the allocation of teaching resources: Some lessons from high performing schools. Philadelphia, PA: Consortium for Policy Research in Education.