The prep time wars
by Ron Whitehorne on Sep 30 2009 Posted in Social justice unionism
Prep time, the daily 45-minute preparation period that is a key feature of the Philadelphia teacher contract, is once again a matter of contention in the current negotiations. The School District wants to be able to control how teachers use their prep time. Nothing new here, as the District has made this an article of its contract program for decades. What’s different this time is that CEO Arlene Ackerman may use her authority under the state takeover law to impose an agreement that could include control of the prep period.
For the PFT these are certainly fighting words. A little history is in order. Before the PFT won election as the bargaining agent for Philadelphia teachers in 1965, there was no prep time. Teachers did hall, yard, and lunchroom duty instead. It took the second longest teacher strike in history to win prep time for elementary teachers. The 1973 strike lasted over 11 weeks, hundreds of teachers went to jail, and it was settled only after the city’s labor movement threatened a general strike. Prep time thus has significance as a symbol of union power and sacrifice.
Apart from any symbolism, it's not hard to figure out why teachers get worked up about any threat to their prep time. It is critical to being able to do the job. In my experience, most teachers use prep time to get ready and make adjustments for the next series of lessons they will teach, put new material on the board, reproduce needed worksheets, get the overhead you share with a teacher down the hall, sign up for the computer lab that you will need the following day, check the microscopes to see if they are working for the afternoon lab etc. Its also a time to work on updating bulletin boards, correcting papers, meeting with colleagues, conferencing with a parent or a student who has been troublesome, and handling countless other demands. Some of these things can be done before or after school; others can’t. Typically you're on the run, and keeping one eye on the clock.
And, yes, prep time is occasionally a chance to catch your breath, grab a quick cup of coffee, and catch up on some news with a colleague.
In some schools prep time is constantly lost because there are no substitutes. One year in 180 days of school I lost 46 prep periods because I had to cover other classes. There was little advanced notice, and I had to scramble to be prepared. Years into retirement, I still have nightmares about the roster chair arriving at my door with a coverage slip.
Given all this, teachers are rightfully opposed any additional tasks being added to their work day that need to be done during their prep time. This is certainly what administrative control of prep time would mean. Some of this work, I suspect, would be of dubious value. Already teachers are expected to do all kinds of additional paper work and documentation. But at least now, teachers can pick and choose when they do it. In some schools aggressive administrators already exercise some de facto control over prep time by directing teachers to perform various tasks during their prep.
On the other hand, other things, like collaborative meetings to look at student work, evaluate data, plan thematic projects, and do student interventions have clear value. Mandating these activities during prep time would generate resentment, poor team process, and negatively impact teacher preparation. Instead an additional planning period is needed with administration and staff collaborating to figure out how it should be used. The existing prep period should continue to be used at the discretion of the teacher.
Comments (11)
Submitted by Anonymous (not verified) on Wed, 09/30/2009 - 10:15.
"to impose an agreement"....haha...sounds like an oxymoron to me...an imposed agreement...sounds like a contradiction in terms, no?
Submitted by Alan Kaman (not verified) on Wed, 09/30/2009 - 11:29.
It seems Ackerman is determined to introduce bad policy, make teachers ineffective, and then blame them for the schools’ problems.
Anyone in any field who has ever made a presentation knows how much preparation time goes into that address. Teachers give a minimum of four presentations per day. Many lessons now involve educational choreography. We do this 4 -6 times per day in different subjects and even grades. How can this possibly be done without preparation time? If anything more preparation time is required to review student work and give proper feedback.
Would anyone hire a lawyer or doctor who did not have access to adequate prep time before a legal or medical procedure? I think not. Why have teachers who are denied time to prepare to educate your children? If you think with your heart, then you know good education is as important as the purpose lawyers’ and doctors’ serve.
There may be some readers who figure the teachers are to blame. This misstep by Dr. Ackerman makes it clear who the culprit in education is, and enables teachers to once again put on their white hats as the good folks striving to do well by students.
Submitted by Jonny Rashid (not verified) on Wed, 09/30/2009 - 12:39.
Well said, Ron. I'm happy to use my prep time for all of the things you mentioned; it is absolutely necessary and without it, particularly when my prep is taken from me for a coverage, I'm more rushed, more frantic, and often less prepared. Controlling my prep time not only hurts me as a professional, it hurts the students who get a teacher who is less prepared to teach the day's lesson.
The truth is that beyond my prep time, I arrive early and stay late everyday to complete my job-related tasks and duties. And I'm proud to do that. Most other teachers do the same, without compensation. Treat me like the professional and teacher I am; micro-managing my time is the result of poor management, not excellent and inspiring leadership.
Next, you'll be telling me where to eat lunch.
Submitted by Ron Whitehorne on Wed, 09/30/2009 - 14:07.
The point about the impact on students is important. Its worth mentioning that the coming of prep time similtaneously improved the instructional program because a whole series of specialists had to be hired to teach the students when regular teachers were on prep. This was particularly significant in elementary schools where art and music were typically taught by the regular classroom teachers who had generally lacked training and apitude in these areas.
Enjoy your lunch while you still have it.
Submitted by Keith Newman (not verified) on Wed, 09/30/2009 - 19:54.
I've had the same experience Ron and Jonny mention. Why is it we who teach and know what works are not listened to. It is time for all teachers to step up and be counted. For elementary teachers familiar with Horton Hears a Who, it is absolutely necessary for all of us to be a who.
As Duncan, Gingrich, and Sharpton demonstrated yesterday on their listening tour, they can't hear us.
Teachers, this contract is national fight. Step up or be slaughtered.
Submitted by First-year teacher (not verified) on Wed, 09/30/2009 - 21:39.
As someone who teaches four different subjects a day -- 7/8 Math and science -- it would be impossible to do my job without a prep. It is barely sufficient as is. Put it this way: spending even just two minutes grading an assignment equals two hours of grading time (60+ students). After planning four subjects and grading, you explain to me when I will have time to make copies at the one half-functioning copier on our floor and still help my school make AYP. I am all for "collaborative meetings to look at student work" and sessions to "evaluate data, plan thematic projects, and do student interventions" -- when they figure out a way to put 48 hours in a day.
But seriously, in order for preps to be used that way, a lot would have to change in terms of what new teachers are given at the outset and how they are supported. And, given the turnover in the district, I don't think they can afford to overlook this fact.
Submitted by Ron Whitehorne on Thu, 10/01/2009 - 14:26.
I don't know if your in a K-8 school or a middle school but your roster may be in violation of the contract which says In departmentalized schools, rostering practices shall include a limitation on the number of grade levels and subjects and the number of tracks within grade level or subject to be taught. The number of grade levels or subjects shall be limited to 3. The number of different lessons to be prepared according to grade level or type of class within the grade level shall be limited to 4 except where the number of specialized subject area teachers assigned to a department makes such limitations impossible" There is also contract language that limits assigning you more than 5 periods a week outside your field of appointment. Might be worth checking with your rep or union staff person. In any case its sounds tough for any teacher, let alone a first year teacher. Thanks for sharing this.
Submitted by First-year teacher (not verified) on Thu, 10/01/2009 - 19:22.
Ron,
K-8.
Dina,
And I second the need for more globalized study of effective education tactics. The gap is widening.
Submitted by Dina Portnoy (not verified) on Thu, 10/01/2009 - 15:24.
I wonder about the thinking (of those not teaching in a classroom every day) that more minutes/hours of instruction will result in more achievement. There is a limit to effective teaching in a given day and there is a limit to effective learning. I am not necessarily against extending hours - if we use that time to engage students in art, music, clubs, chess, sports, enrichment, drama and so on or to open the schools to communities for a range of community activities. But good teaching cannot go on without a break, nor can it go on indefinitely all day. Some of those countries, like Japan, that we look to for high achievement may have more hours in a day for teachers, but many of those hours are for planning and collaboration.
Submitted by Curtis Reed (not verified) on Thu, 10/08/2009 - 19:01.
There is a common misconception held by the average "Joe" who is not a teacher. They often think that the "prep time" is just a big coffee break, that teachers only work about 6 hours per day, and then go home.
As a former teacher who shifted to a private sector desk-job (as corporate trainer, then business analyst, and project manager), I can tell you that these corporate jobs have FAR more "down time" and "prep time" than teachers get. As a teacher, you are ON all day.
Submitted by Ishkabibble (not verified) on Thu, 10/08/2009 - 19:33.
Prep time is no longer a coffee break in Philly as the District With Nothing Better To Do With Its Time has decreed that teachers can no longer can carry in coffee if any children are around. God forbid the schools provide a coffeemaker for their teachers. That would just spoil them. Can't snap your fingers either. The district lawyers have advised the administration that it could lead to lawsuits.
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