The Use of Common Planning Time by Cook and Faulkner

Cook, C. M. & Faulkner, S. A. (2010). The Use of Common Planning Time: A Case Study of Two Kentucky Schools to Watch. RMLE Online. 34(2), 1-12.

Purpose and Problem

Since little research has been done on the common planning of time in school, the authors have introduced the studies in which they have indicated such factors as common mission and vision, clearly established objectives for planning, and effective leadership. To analyze the way time is planned in schools, interdisciplinary teams have been organized that can study the perceptions and beliefs among teachers.

Method, Data, and Results

Since the article is an instrumental case study, it seeks to refine the existing theories, particularly the elements of social cognitive theory, it is premised on the theoretical framework and review of related literature, as well as on the two case studies of schools.

Theoretical framework and literature review

As it has been mentioned, the theoretical framework discusses the role of social cognitive theory in understanding how common schedule planning can be enhanced, as well as how it can contribute to the performance and quality of a teaching process. Specific attention is given to communication and social interaction between teachers and learners, leading to knowledge acquisition and comprehension of the material. Additionally, the authors have examined various formats of collaborations between students and their instructors to define the benefits and shortcomings of those and develop a new framework for interaction.

Methodology and Case Study Analysis

An instrumental case study implies examining two Kentucky Schools in terms of the degree of effectiveness in using common planning times. The methodology is premised on the three main criteria reporting on planning time, defining the designation, and level of academic performance in the state. The latter relates to social equity, degree of responsiveness, and organizational structure of schools. The researchers have pointed out that by selecting Washington Middle School and Lincoln Middle School, the researchers felt the likelihood of observing the effective use of common planning time would be much greater enabling them to identify the characteristics of effective implementation and use of common planning time (Cook & Faulkner, 2010, p. 3).

Participants

The participants included three teams were composed of 13 teachers with various experiences and backgrounds from Lincoln Middle School and 12 teachers from Washington Middle School.

Data Collection and Analysis

Cook and Faulkner (2010) have resorted to qualitative information gathering through observations and interviews, as well as demographic data. The participants responses and observations were transcribed to analyze and encode them for further evaluation. The analysis of discussions was further used to answer the research questions.

Results

It has been found that common scheduling was regarded as an important process for ensuring the schools performance. In particular, the interviewed teachers confirmed the positive correlation between time planning and performance improvement. Additionally, all previously considered concepts building leadership, mission, and vision development, and clarity in goals definition have also been affected by the discussed independent variable.

Study Conclusions

The research has approved the effectiveness of time scheduling for increasing students performance and improving the quality of the teaching process.

Critique and Analysis

The proposed study provides a clear connection between the dependent and independent variables. The common planning time has been discussed in response to its influence on leadership, vision and mission, and defined goals. The authors have managed to skillfully combine theoretical findings with empirical evidence. Additionally, the article also introduces a profound insight into the main underpinnings shaping students performance that is based on effective collaboration and social interaction.