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--Teacher involvement in the decision-making progress...

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--Teacher involvement in the decision-making progress...

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--Principal 'ultimately' owns the master schedule.

--Decide a criteria based on which 'elective' courses would make (ie....size/pedagogical reason/staff, etc.)

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"Our school allows teachers to suggest what new courses their departments will offer. Teachers are also given a chance to indicate courses they would like to teach. An AP and School Counselor attends PS Scheduler training and creates the course catalog for the school. At the present time, teachers are finalizing their recommendations for core courses for students. Curriculum Night was held so that incoming 9th graders and parents are informed about what will be offered and how students will matriculate."

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"Our school allows teachers to suggest what new courses their departments will offer. Teachers are also given a chance to indicate courses they would like to teach. An AP and School Counselor attends PS Scheduler training and creates the course catalog for the school. At the present time, teachers are finalizing their recommendations for core courses for students. Curriculum Night was held so that incoming 9th graders and parents are informed about what will be offered and how students will matriculate."

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Teachers suggest classes that they would like for their department to teach. The teachers then rank the subjects they would like to teach from favorite to least favorite. Then when numbers are in from registration we get a master schedule but let admin and dept. chairs look at the schedule and shift anything that will make better sense.

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Very similar to many of the other schools. Department chairs create a wish list of course offerings and course sections that each teacher would like to teach. The guidance chair and principal review the course recommendations and make decisions based on the school's needs.

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We start by allowing our teachers to suggest classes that they would like to teach. We inform teachers that just because they request to teach a certain class doesn't mean that it will happen. If the classes are offered. We try to allow coaches to have 7th period planning.

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The most important consideration for a master schedule is communicating what your goals are. Allow others to understand what you need help with by inviting them into your discussion. Be prepared to delegate. You also need to know your client. Just because you think it is a good idea, doesn't absolve you from asking someone else to critique your process. Serve others, not yourself. Know your instructors professional development goals for the upcoming year so that you can dovetail into what they are invested in. Make sure to involve transportation. Pick a metric to work towards, and assess your product at the end of the year. Keep notes about mistakes and what you should and should not repeat.

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Very important to establish constraints for teacher planning needs and also course-specific needs. We always try to give coaches 4th planning if possible to allow them time to get ready for practice or games. We also try to offer AP courses in the spring semester.

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Teacher opportunities in the master schedule

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Teacher opportunities in the master schedule

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Teachers are given an opportunity to look at the course offerings and pick a class they would like to teach that is not offered but meets their interest. We encourage them to advertise them and share them with students before they pick their electives for the following year. Once preliminary numbers are in we try to keep as many of those classes as possible, based on enrollment and classroom availability. This gives teachers an opportunity to teach a class that truly pulls their interest and allows them more creativity than some core classes can deliver with rigorous standards and EOC testing.

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The approach taken by my school and the school where I previously served was extremely methodical beginning with a detailed calendar developed collaboratively with all involved with the schedule.  The timeline helps all parties complete tasks in a timely manner and assists with avoiding errors along the way.  It is extremely helpful to contact an experienced master scheduler to check and double check task completion along the way.  Involving stakeholders in decision making is also helpful and increases satisfaction with the finished product.

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We take a very methodical approach. It is worth the scrutiny, time and attention to detail in the Spring to avoid potential problems in the fall. The principal gathers a solid team of department chairs, a couple administrators, instructional coach and counselors to construct a master schedule based upon student interest (course requests) and feedback from departments. The principal uses a digital display to "project" what course loads may average to ensure we offer enough sections. This information is used to collaborate with the department chair to confirm who teaches what. Potential problems are anticipated and problem solved (where are electives offered, singletons, are planning periods spread out, do we offer AM and PM courses to accommodate all students).

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Our staff submits recommendations for new integrated classes, which may result in a new combination of integrated courses offered next year. Additional courses are added to the master catalog per teacher request. Teachers have conversations with students about their course recommendations for next year. Our scheduling point person collects course recommendations from staff members. Based on the student numbers, courses and sections are created.

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Our department heads in our building have a conversation with their teams regarding class offerings for next school year. The department heads take the information to the assistant principal who is in charge of scheduling. The assistant principal, guidance counselor and the principal look over the offerings and make the decisions based on student enrollment as well as teacher numbers for the next school year.

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It is important to consider completor and concentrator courses while building your CATE class schedule.

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Allow teachers to select top 2 or 3 classes they would like to teach AND the 2 or 3 classes they would prefer not to teach.

Spread the wealth. We make sure teachers have some CP, Honors, and AP so no one person has all of the lowest or highest level of students.

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The principal makes his vision known to the administrative team. The admin in charge of master schedule and guidance works closely with the principal and the director of guidance. Department heads poll their department for courses to include in the course catalogue. From the course selection, teachers write a wish list. Constraints are put into place to determine if those requests can be granted. All of this is dependent upon the vision the principal has for the school- i.e. common planning, technology focus with Digital learning

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Departments determine classes to offer next year, curriculum night, guidance chair and AP start building power scheduler, teachers recommend courses, counselors hold IGPs to sign students up for electives and go over recommendations, sections and teachers are determined by admin and dept chairs.

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Departments determine classes to offer next year, curriculum night, guidance chair and AP start building power scheduler, teachers recommend courses, counselors hold IGPs to sign students up for electives and go over recommendations, sections and teachers are determined by admin and dept chairs.

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Department heads are tasked with discussing within their departments what courses they want to offer outside of the required classes. From there these requests are included in the catalog for the upcoming school year. Based on requests sections are created/deleted. Once all sections are made for a department, the department head then takes that back and the teachers select their course load they will have for the following year. The admin team looks over that and occassionaly tweaks what some of the teachers requested.

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Discussion between leaders  within teachers, guidance, and school level to make important decisions.

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The department heads compile a wishlist from their departments on who would like to teach certain classes as well as any new classes they would like to introduce. These discussions also take place during some of the admin. meetings. Ultimately the decisions are made by the principal and the guidance department. 

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The department heads compile a wishlist from their departments on who would like to teach certain classes as well as any new classes they would like to introduce. These discussions also take place during some of the admin. meetings. Ultimately the decisions are made by the principal and the guidance department. 

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The leadership team which includes admin, guidance and department chairs meet to discuss the needs of the schools. Department chairs provide the feedback on what classes teachers would like to teach. Several meetings are held to insure the schedule meets the needs of the students.

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This process is handled by our principal, an assistant principal, and one of our guidance counselors. Our principal decides through department meetings what classes everyone wants to teach, preferences, etc... he then decides who teaches what classes. The schedule itself is build by one of our APs and our guidance department.

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Teachers complete course choice form.  AP/Guidance work on providing the courses the teachers selected as their favorite.  Meetings with department chairs are held to review and discuss master schedule.  Schedules are emailed to teachers prior to leaving for summer break.

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Teachers complete course choice form.  AP/Guidance work on providing the courses the teachers selected as their favorite.  Meetings with department chairs are held to review and discuss master schedule.  Schedules are emailed to teachers prior to leaving for summer break.

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A significant amount of dialogue and discussion with guidance, admin, and teachers, especially regarding special education programs and needs.

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A significant amount of dialogue and discussion with guidance, admin, and teachers, especially regarding special education programs and needs.

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With Inclusion, Facilitation, Read 180, Resource, System 44...It is crucial to meet with Special Education teacher to make sure students are placed appropriately and correctly.

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With Inclusion, Facilitation, Read 180, Resource, System 44...It is crucial to meet with Special Education teacher to make sure students are placed appropriately and correctly.

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Give teachers the opportunity to express their "wish list". (Submit a content specific list of course they would like to teach. Avoid using levels such as CP and honors)

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One person is the gatekeeper. All pertinent information flows through this one person.

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One person is the gatekeeper. All pertinent information flows through this one person.

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Much planning is involved beginning in January with AP, Principal, and Guidance.  Teacher input is gathered through Department Chairmen and Faculty Council.  Student and parent involvement beginning with IGP's.

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A collaborative effort...plan early about courses, teacher input, strident enrollment and interest. Be aware of singletons and student need. Involved all parties to view conflicts at each step.

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Some programs or classes may drive the schedule - looking at Special Education, certain electives, AP and Dual Credit classes is necessary before flipping the switch before the program assigns classes.

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Teachers interest inventory is taken but the overall decision is made between the one of the assistant principals and the director of guidance.

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•	War Room or a round table with the Principal, AP’s, and Dept. Chairs•	Numbers of students who signed up, what courses are going to ‘make’, # of sections determined•	In the mtg, who teaches what and why?•	2 hrs./dept., then the Director of Guidance builds the schedule

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•	War Room or a round table with the Principal, AP’s, and Dept. Chairs•	Numbers of students who signed up, what courses are going to ‘make’, # of sections determined•	In the mtg, who teaches what and why?•	2 hrs./dept., then the Director of Guidance builds the schedule

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Previously the master schedule was centralized and completed mostly in isolation. Moving forward, more stakeholders will provide feedback to create a more comprehensive master schedule.

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Try to get teacher buy in sooner than later. If the schedule is in place before you go off for summer vacation, the less problems you will have once the school year begins.