In an effort to move toward Darlington’s new schedule, the Upper School Teaching and Learning Center took a group of teachers to visit two other schools that are currently working with longer class blocks.
On Feb. 18, a group of eight people from our Upper School loaded into a van and traveled to Charlotte, N.C. The purpose was to see how Charlotte Christian and Charlotte Country Day schools are using their extended block times, as well as to take note of other teaching techniques and ideas that may benefit Darlington students. Our hosts discussed their current schedule and shared what they have learned, both benefits and pitfalls. We were then escorted to classrooms so that teachers might see a peer within their discipline teach a lesson and manage the time allotted to them.
It was the observations of other teachers’ usage of the time in a schedule with longer periods that brought the most benefits to those who attended the trip to Charlotte. The experience of watching other teachers in other school settings—and utilizing new and different methodologies—that was the real benefit of the observations at Charlotte Christian and Charlotte Country Day.
What generated the most discussion on the trip back to Georgia was the value of getting outside one’s immediate surroundings to see how other teachers engage their students. It was the chance to broaden horizons on what is possible, how to better ply one’s trade, and, in some cases, reinforce practices Darlington teachers are already using. The value of outside observations cannot be overestimated, whether it is to see the practices of teachers in different schedules or just general observations of the classroom practices of other excellent teachers.
As we spoke to administrators and teachers alike, they both stressed the importance of professional teacher development as well as time to plan extended, thoughtful lessons when moving to a block schedule. With this support, both schools believed the change of schedule not only benefited students, but the overall lessons are more comprehensive. Although change is never without bumps, the bumps can be fewer and less significant with the support of teacher development.
This process must address new approaches, as well as design time management that does a better job of engaging students. The Charlotte teachers and administrators all emphasized that patience is required in implementing new schedules and advised that proficiency will not be immediate. We confirmed that through the practice of what is learned through extensive teacher development, including observations of other successful programs, extended class periods reap positive benefits.
Our trip was well worth the time spent. The teachers could not stop talking about our experience the entire way home. There was palpable energy about the possibilities for change and excitement about new approaches that can be used in the classroom. The trip infused the staff with a feeling of new potential that only comes from observations of other colleagues practicing their craft in a supportive and positive environment.
