Scheduling Best Practices: Is Your Schedule Student-Centered?


RSVP DATE: JAN 01, 1970

$156 Non-Member

[$143.00 Gold Member]

Many schools have schedules that could have come from a 1920 yearbook: Seven 45-minute periods meeting at the same time Monday through Friday, “core” classes in the morning and "non-academic" classes in the afternoon and a break for lunch. Current brain-research shows that this model does not support student performance, satisfaction, and enthusiasm. Other schools may have come a long way from 1920, but are still facing challenges due to the growth of their enrollment or program. With the addition of courses, advisory programs, co-curriculars, and assemblies, you may find that your schedule is bursting at the seams. This is how schedules with 41 minute periods and choir meeting during lunch happen!

We recommend that you review and revise your schedule every eight years. This Webinar will summarize research-based best practices in scheduling to give you the knowledge to assess your school’s schedule and modify it to support your mission and your students. Because every school is unique, no schedule can be alike.

Topics that will be covered include:

  • Scheduling practices that support student learning
  • Minimizing missed classes due to holiday and sports
  • Making time for faculty collaboration
  • Structuring the day and week
  • Assessing your calendar year
  • Advantages of vertical time
  • Managing cross-over teachers
  • Beginning the schedule revision process

This Webinar is designed for all academic administrators. We also recommend the follow-up Webinar, Leading Faculty Through the Transition to Longer Periods (and Living to Tell About It).

Run Time: 60 minutes; 45 minutes of presentation and 15 minutes for Q&A.

staff photo barbara beachley

Barbara Beachley

ISM Director of Advisory Services | Consultant


Barbara provides her expertise in the areas of student-centered and brain-based pedagogies, faculty growth and culture, faculty evaluation, academic leadership, mission identity, survey best practices, and data analysis.

Current Role

As Director of ISM Advisory Services, Barbara:

  • Oversees ISM’s Consulting, Publications, Research, and Professional Development divisions
  • Consults in strategic academic planning and school leadership
  • Writes for ISM’s publications, including Ideas & Perspectives
  • Facilitates some of ISM's scheduling workshops, empowering teachers to transition to and teach effectively in longer periods
  • Leads courses at ISM’s Summer Institute, including Transformative Academic Leadership: Inspire and Empower Excellence and Administration and Faculty Evaluation: Maximize Your Team's Capacity
  • Speaks at educational conferences, including CASE-NAIS, EMA, and AISAP
  • Facilitates Board and school leadership retreats

Prior Experience

Barbara joined ISM in 2011 after working in the field of education since 1996. She served as an ESL and adult literacy teacher at Boston University, MA; an upper school modern language teacher at the MacDuffie School, MA; and a language teacher and lead advisor at Collegiate School, VA. She also served as Academic Dean at Cape Henry Collegiate School, VA, where she oversaw curriculum and professional growth in grades PK−12.

While enrolled at Shady Side Academy in Pittsburgh, she attended a year of high school in France through School Year Abroad. She later lived in Spain and Brazil, where she learned Spanish and Portuguese.


Barbara holds a bachelor’s degree in French and Spanish from Trinity College, CT; a master’s degree in applied linguistics from Boston University, MA; a master’s degree in educational administration from Harvard University, MA; and a master’s degree in independent school leadership from the Klingenstein Center at Teachers College, Columbia University, NY.

Personal Mission Statement

To cherish my work and to support and empower educators such that they cherish theirs.

blog comments powered by Disqus
Connect with ISM: