Time well spent? Teacher perspectives on time-saving reforms

Abstract

American teachers spend far more time on direct instruction than teachers in other countries, leaving little room for tasks like planning, collaboration, and student support. Policy makers have proposed numerous time-saving reforms, yet teachers rarely have a voice in assessing the viability of approaches. Drawing on a national survey and focus group, Ashley J. Carey, Breanne Lucy, and Jack Schneider examine teacher perspectives on five major reforms. Across approaches, teachers saw benefits but also significant hidden costs, including added coordination and reduced autonomy. Their findings suggest that meaningful progress on teacher time requires confronting the structure of the school day itself, not simply rearranging teachers’ remaining minutes.