Chapter 5: Components of School Culture That Enhance the Effective Use of Common Planning Time in Two High-Performing Middle Schools

Advocates for the middle school philosophy have encouraged the implementation of interdisciplinary teams with common planning time (CPT) since the inception of the middle school. Specifically, research has shown that CPT can have a positive impact on teacher perceptions and morale, job satisfaction, and teacher efficacy; however, few studies have examined the use of CPT to determine how to use this time effectively. As part of the National Middle Grades Research Project, the researchers examined the use of CPT and found that to enhance the effective use of CPT, there must be (a) a common vision and mission, (b) clearly defined goals for all types of planning time, and (c) effective building leadership (Cook & Faulkner, 2010). Even when these characteristics are in place, it became evident that the culture of the school played an important role in the effective use of CPT. Using a case study design, this study explored the components of school culture that foster the effective use of CPT in 2 high-performing middle schools. Data included interviews of 25 teachers, 2 building-level administrators, and 1 district-level administrator from 2 Kentucky Schools to Watch, as well as observations of 6 interdisciplinary teams during CPT. Results indicated that 4 components of school culture—support, communication, professionalism, and trust—enhanced the effective implementation and use of CPT. Each of these components is explored, and recommendations for future inquiry are provided.