[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-601823-105":59,"doc-detail-601823-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","new-york-state-middle-schools-and-instructional-scheduling-teaming-and-common-planning-a-descriptive-study","New York State Middle Schools and Instructional Scheduling, Teaming and Common Planning - A Descriptive Study","","A descriptive study examines whether instructional scheduling, teaming, and common planning exist in New York State middle schools and to what extent they are implemented. Data collection gaps on these supports at the state level motivate the research to inform educators, administrators, community members, and policymakers. Findings indicate most principals use departmentalized scheduling with interdisciplinary or single-graded teaming, with differences tied to beliefs, grade configuration, location, and experience.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/new-york-state-middle-schools-and-instructional-scheduling-teaming-and-common-planning-a-descriptive-study/601823/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/new-york-state-middle-schools-and-instructional-scheduling-teaming-and-common-planning-a-descriptive-study/601823.png","ImageObject",300,407,{"name":92,"@type":93},"ahduag","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the study?","Question",{"text":112,"@type":113},"To determine whether instructional scheduling, teaming, and common planning are present or absent in New York State middle schools and to clarify the extent of their implementation.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the study define teaming and common planning?",{"text":117,"@type":113},"Teaming is described as organizing staff so teachers share the same students, planning, teaching, and evaluation responsibilities, with similar schedules and locations. Common planning is defined as a regularly scheduled school-day time for staff who teach the same students to plan, hold parent conferences, prepare materials, and evaluate students.",{"name":119,"@type":110,"acceptedAnswer":120},"What scheduling and teaming patterns did the researchers find among principals?",{"text":121,"@type":113},"Most principals use a traditional departmentalized schedule, combined with interdisciplinary and/or single-graded teaming, with varying team and planning durations and frequencies.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601823,1792209716,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747870414,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","New York State Middle Schools and Instructional Scheduling, Teaming and Common Planning: A Descriptive Study  \nThis manuscript has been peer-reviewed, accepted, and endorsed by the National Council of Professors of Educational Administration (NCPEA) as a significant contribution to the scholarship and practice of school administration and K-12 education.  \nChad Corey  \nSouth Orangetown Central School District  \nGerard Babo  \nSeton Hall University  \nData regarding the type of instructional scheduling utilized along with the use of teaming and common planning at the middle school level has not been collected nor reported on the New York State School Report Card, and therefore it is not known whether and how middle schools are implementing these three school supports. Consequently, the purpose of this research was to discover whether these three school supports are present or absent in New York State middle schools in order to provide direction for educators, administrators, community members, and policymakers in making informed decisions regarding middle level education in the State of New York. This descriptive study examined to what extent, if any, three school supports (instructional scheduling, teaming, and common planning) are in existence in New York State middle schools.  \nThe results indicated that the majority of principals utilize a traditional departmentalized schedule with interdisciplinary and/or single-graded teaming with varying duration and frequencies of team, grade level, and departmental common planning. Statistically significant differences existed between specific principals’ beliefs and grade configuration, school location, and years of principal experience at current school.  \nNCPEA Education Leadership Review of Doctoral Research, Vol. 3, No. 1 – Spring 2016  \nISSN: 1532-0723 © 2016 National Council of Professors of Educational Administration. This manuscript may not be used commercially or edited. When quoting portions ofthis text,  \nfull attribution to the author/s is required.  \nMiddle level education is critical for the learning, development, and success of young adolescents (National Middle School Association, 2010a) . The number of middle schools nationally has increased from less than 5,000 in 1971 to more than 13,000 in 2008 (McEwin & Greene, 2011) . A plethora of school supports are put into place at this level to assist and maximize student learning. The importance of three school supports (instructional scheduling, teaming, and common planning) at the middle school level has been discussed and examined by scholars and advocacy organizations.  \nIn general, and for the purposes of this study, teaming refers to a way of organizing staff so that a group of teachers share: the same group of students, responsibility for planning, teaching, and evaluating the curriculum and instruction, similar schedules and the same area of the school building (Boyer & Bishop, 2004) . Furthermore, common planning is defined as a regularly scheduled time during the school day when staff members who teach the same students meet for planning, parent conferences, material preparation, and student evaluation (Kellough & Kellough, 2008) .  \nIn both Turning Points: Preparing American Youth for the 21st Century (Carnegie Council on Adolescent Development, 1989) and Turning Points 2000: Educating Adolescents in the 21st Century (Jackson, Davis, Abeel, Bordonaro, & Carnegie Foundation on Adolescent Development, 2000) the authors examined a theoretical framework of a middle school model focusing on the following three variables as they related to learning: scheduling instructional periods to maximize learning, creating small communities for learning, and providing time for teachers to plan and prepare together. In addition, research that has focused on the middle school level has found that these three school supports – together or separately – have a positive impact on student learning (Gill, 2012; Boyer & Bishop, 2004; Brown,","cbCaif7WdUmmKXyI","https://ap.wps.com/l/cbCaif7WdUmmKXyI","pdf",357143,23,"English","# Introduction\n## Purpose and research focus\n## Definitions of teaming and common planning\n# Review of related literature\n## Middle school supports and learning impact\n## Instructional scheduling research findings\n## Teaming and associated outcomes","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"To determine whether instructional scheduling, teaming, and common planning are present or absent in New York State middle schools and to clarify the extent of their implementation.\"},{\"question\":\"How does the study define teaming and common planning?\",\"answer\":\"Teaming is described as organizing staff so teachers share the same students, planning, teaching, and evaluation responsibilities, with similar schedules and locations. Common planning is defined as a regularly scheduled school-day time for staff who teach the same students to plan, hold parent conferences, prepare materials, and evaluate students.\"},{\"question\":\"What scheduling and teaming patterns did the researchers find among principals?\",\"answer\":\"Most principals use a traditional departmentalized schedule, combined with interdisciplinary and/or single-graded teaming, with varying team and planning durations and frequencies.\"}]","New York State Middle Schools and Instructional Scheduling, Teaming and Common Planning - A Descriptive Study | PDF",1792093485,58]