Teachers can spend an inordinate amount of time planning lessons with often different planning processes and expectations at the teacher, team, department, and school level.
This disparity and lack of school-wide planning processes often leads to tension amongst leaders and teachers and can become a barrier to embedding best-practice pedagogy.
Education Horizons’ 2021 annual survey of teachers, school leaders, and administrators – which was compiled from over 1,000 respondents representing more than 590 schools (56% independent) from every state and territory in Australia – highlighted some compelling priorities with regards to teacher planning.
The top priority for school leaders (57%) was ‘consistently embedding best-practice pedagogy across the school’ and for teachers it was ‘improving workflow to reduce workload’ (42%). So, where should teachers and schools start in embedding best-practice pedagogy across the school and improving workflow to reduce teacher workload?