Scheduling drives schools. After 30 years in education, I’ve experienced almost every schedule imaginable: block schedules, modified blocks, early dismissals, four-day weeks, and other alternative formats. Organizations beyond schools wrestle with similar challenges – from shift work and traditional 40-hour weeks to remote and hybrid arrangements.
Guess what? They all work–and they all fail. The success of a schedule has nothing to do with its structure. Success depends on the people living the schedule and the systems supporting it.
While humans thrive on structure, our current reality demands flexibility. With unprecedented student absences, staff burnout, and workforce shortages, it’s time to get creative and reimagine how we schedule our days.
What makes us strong?
What strengths already exist in our people and structures? Schools often expect teachers and leaders to excel at everything – from lesson planning and relationship building to content expertise and behavior management. Similarly, our structures assume every student can reach proficiency in all subjects simultaneously, ready to learn each day regardless of their circumstances. A better approach focuses on maximizing the inherent strengths of our students, staff, communities, and supporting structures. Every minute spent on low-value activities is time we could reinvest in what matters most.
What can we de-implement?
What’s the return on investment (ROI) for our staff, students, and parents when we eliminate inefficient or ineffective tasks, activities, systems, and resources? It’s worth examining existing redundancies and exploring more effective tools. When we identify low-value practices and resources, letting them go creates space for improvement.
De-implementation is about allowing teachers and leaders to take back some control in their classrooms and schools—to feel heard—and to define together what is truly worth their time.
Peter DeWitt
Moving forward.
While tradition, legislation, and policies shape our practices, reimagining schedules isn’t about finding the perfect structure—it’s about creating flexible systems that leverage our strengths and eliminate what doesn’t serve us well. When we free ourselves to ask “what if?” instead of defending “what is,” we open doors to solutions that better serve our students, staff, and communities. The future of education lies in our willingness to adapt, build on strengths, and let go.
De-implement.
Learn more:
DeWitt, P. (2022, September 7). How de-implementation can curb educator burnout. ASCD. https://ascd.org/el/articles/how-de-implementation-can-curb-educator-burnout
DeWitt, P. M. (2022). De-implementation: Creating the space to focus on what works. Corwin Press.
