8 Steps to Building an Elementary School Schedule

8 Steps to Building an Elementary School Schedule

Full Article published on https://www.edutopia.org/article/8-steps-building-elementary-school-schedule

Article written by one of our amazing Russell SAGE/CITE Grads Annette Perez!

A daily schedule is vital to a school functioning at its optimum level. The schedule, if done correctly, will ensure that the school day can meet the needs of all students. When I became the assistant principal of an elementary school, I felt overwhelmed when the school’s schedule became part of my duties. But after six years of constructing my school’s schedule, I have come up with a few steps that ensure the school day runs smoothly. An effective schedule serves the goals of the school, covers necessary courses, provides teachers the time they need, and meets the learning needs of students.


1. The basics: I start creating the schedule over the summer. I look at the previous school year’s schedule and ask myself what worked and what didn’t work. As you construct your school’s schedule, start with the basics, imagine the schedule as being like a pyramid, and build up from a solid foundation. Here are some basic questions to ask:

  • How many periods per school day?
  • How many minutes for each period?
  • How many lunch periods?
  • What are the required courses by grade?
  • How many times a week or minutes do required courses meet?
  • Are there courses that require block scheduling?
  • What are school-system-wide requirements?

2. Teacher needs: Once these questions are answered, make sure to take into account teacher contracts. For example, in New York City, every teacher must have a duty-free lunch and a preparation period.

I also ask teachers for feedback. If I am able to accommodate their requests, I do, but I am transparent with everyone that their class is a piece of the greater puzzle and not all requests will be accommodated. For instance, we have three lunch periods, and the coveted lunch period is second because it lands in the middle of the day. We assign that lunch period carefully, based on how quickly children eat and what other courses might be planned. Kindergarten eats lunch during the last lunch period, with a snack built in prior to their lunch. One would think that they should eat during the first period, but they tend to eat slowly, so if they are not finished, the teachers can stay with them in the cafeteria and not overlap with another lunch period.

3. Setting scheduling priorities and school goals: Based on end-of-year meetings with the district and school leadership, I gather the projected priorities and take those into account when planning. Each year, the school or district leaders will prioritize a specific goal or focus. One year, math was a district priority, so I rearranged the schedule so that every class had double-period math blocks in the morning twice a week. This scheduling change improved the scores on math assessments.

4. Recognize the needs of different grade bands: Schedules should be flexible in meeting the goals of specific grades. In my school, K–2 grades spend one period each day on a phonics program to help them learn how to read. Grades 3–5 don’t have a phonics period, so that extra period in their schedule becomes a writing skills course where teachers review basic grammar.

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