What if...teachers were timetabled across trusts, not single schools
As part of Tes’ ‘What if...’ series, Jennese Alozie imagines education without school timetables and with teachers timetabled across a trust or groups of schools instead
1st October 2024, 5:00am
Share
What if...teachers were timetabled across trusts, not single schools
Imagine a world where school timetables, as we know them, were dismantled. Imagine we started from scratch.
No longer would each school within a multi-academy trust operate in isolation, with a rigid timetable determining the daily flow of classes, subjects and teacher assignments.
Instead, what if we reimagined the structure entirely? What if we timetabled staff across an entire trust, tailoring schedules not just to the needs of individual schools, but to the strengths, specialisms and preferences of teachers across multiple sites?
School timetables
This thought experiment opens up a realm of possibilities for school leaders to consider.
In a system where recruitment challenges are becoming increasingly acute, particularly in certain subjects, the traditional school-by-school timetable model may be more of a hindrance than a help.
By removing the boundaries that confine staff to a single school, we could instead create a fluid system where educators move between sites, delivering their expertise where it is most needed.
In this new model, timetables would be constructed not within the walls of individual schools, but at trust level. Staff would be seen as resources for the entire trust, rather than for a single school.
Subject teacher recruitment gaps
This means a geography teacher, for instance, could spend mornings at one school and afternoons at another. A maths specialist could focus solely on delivering high-quality instruction across two or three schools, rather than being stretched thin across a single institution with varying demands.
Such an approach would allow trusts to think creatively about how they deploy staff, making the most of specialist skills.
For example, a secondary school with strong science specialists could allocate those teachers to work with primary schools in the trust, delivering enriched science lessons that those schools might otherwise struggle to provide.
Flexible working in teaching
This model also offers a new level of flexibility for staff. Teachers seeking part-time work, for instance, could have a timetable that allows them to teach full days at one school or to split their week across multiple schools in the trust.
This could be particularly beneficial in attracting and retaining teachers who need or want more flexibility in their schedules.
There are several potential benefits to this trust-wide timetabling approach, too.
First, it could address the chronic issue of teacher shortages in key subjects. By pooling resources across a trust, schools could ensure that pupils have access to high-quality teaching in subjects where recruitment is challenging. This could also alleviate the pressure on individual schools to find full-time specialists when a shared approach could meet their needs more effectively.
Working across school trusts
Second, it could build greater collaboration among schools within a trust. Teachers would have more opportunities to work together, share best practice and develop professionally.
For example, a maths teacher at one school could observe and collaborate with a colleague at another school, enriching their teaching practice and improving pupil outcomes.
Third, this model could enhance professional development. Teachers working across multiple schools could bring new insights and approaches to each site, creating a more dynamic and innovative educational environment. More importantly, it would provide opportunities for less experienced teachers to observe and learn from specialists, enhancing their skills and career development.
School operations
However, this radical shift would not come without challenges. Logistically, coordinating timetables across multiple schools could be complex, requiring significant planning and communication. Transport between sites, the timing of lessons and ensuring continuity for pupils would all need careful consideration.
Culturally, there might be resistance from staff and communities who are accustomed to the traditional model. Teachers may be wary of the increased travel or the potential disruption to their routines. There may also be concerns about the impact on pupils, particularly those who benefit from strong, stable relationships with their teachers.
To address these challenges, small-scale pilots, like the ones currently being explored by some trusts, are essential. These pilots can test the feasibility of trust-wide timetabling, identify potential pitfalls and highlight best practices.
Timetabling change
Over time, as the benefits become more apparent, resistance may give way to a recognition that this approach could indeed offer a more flexible, responsive and effective way to deliver education.
The idea of dismantling individual school timetables and replacing them with a trust-wide approach may seem radical, but it is precisely these kinds of thought experiments that can push the boundaries of what is possible in education.
By thinking creatively about how we deploy staff and structure the school day, we can begin to address some of the most pressing challenges in education today - from teacher shortages to the need for more flexible working conditions.
As educational leaders, it is our responsibility to explore these ideas, to pilot new approaches and to challenge the status quo. Only by doing so can we create a system that truly meets the needs of both our pupils and our staff.
What if we didn’t have individual school timetables? The answer could very well be a more dynamic, flexible and effective education system for all.
Jennese Alozie is the CEO of the University of Chichester Academy Trust
