Educational Professionals' Attitudes by Claire Leyton, Alexa Ponti, Megan Walker, and Sarah Nordland
More and more studies are beginning to show the benefits that year-round schooling can provide for students. In 2010, Tracy Huebner found that two theories regarding year-round school systems are being tested and supported with evidence"Students in year-round schools do as well or slightly better in terms of academic achievement than students in traditional schools. Year-round education may be particularly beneficial for students from low-income families.” (Worthen & Zsiray, 1994; Cooper, Valentine, Charlton & Melson, 2003 as cited in Huebner, 2010. p 83).
However, while the year-round school system may be valuable for students, how does it affect teachers and administrators?
Interviews with a Teacher:
Teaching Experience: 24 years Currently teaching grade at Brandywine Elementary School, Prince George's County MD
Q: How do you feel about year-round schooling? Do you think that it benefits the students?
A: I have never worked in a school system that implemented year-round schooling. From a teacher's perspective, I prefer the traditional "summer break". I like the anticipation of a "new" school year - a new beginning- so to speak. I also like the idea of working towards an "ending" - a culmination of sorts. In reality, the break is only about 8 or 9 weeks. I really don't think the students lose any more skills than they do over a week at Christmas...I think that parents today realize the importance of providing opportunities for their kids to enrich their knowledge outside of the school environment. A summer break can allow parents time to do so. August/September, when students return, is always the most relaxed,productive part of the year. I believe that is because the kids were afforded an extended break during the summer season.
Q: Do you feel that other teachers/administrators share your opinion?
A: Having discussed this topic with other teachers, I find mixed opinions. It seems as though the younger. inexperienced teachers tend to prefer year-round schooling. They seem to be driven more by data than by emotion.
Teaching Experience: Kindergarten, 1st Grade, 4th Grade, 7th and 8th Grade Special Education Currently Teaching 4th Grade at Captree Elementary School, West Islip, NY Karen Nordland
Q: What are your attitudes towards year-round schooling? A: No, I would not like to work in a school district that operates under a year-around calendar.
Q: What are some pro's of year-round schooling? A: As I understand year-round school, we would have a shorter summer break but longer breaks throughout the year. I, as a fourth grade teacher, wouldn't have a problem with that...provided that there was air conditioning. I couldn't imagine teaching any grade in the NY summer heat. Also having longer breaks throughout the year would allow me to travel off peak (cheaper airline tickets). Research shows that children lose much of what is learned in school over the long summer break which is why teachers spend the first month of school reviewing what was taught the year prior. Year-round school would help to that end.
Q: What are some con's of year-round schooling? A: As a kindergarten-first grade teacher, I wouldn't like the long breaks throughout the year. The first few days of school are really rough, the kids have separation issues. Even over the week-long Christmas break, they have trouble adjusting. I couldn't imagine dealing with that 3-4 times a year.
Q: Would you want to teach at a school that participated in year-round schooling? Why or why not? A: I would absolutely need a break from teaching, so I would not want to teach year-round. Sometimes there is a lot of stress when teaching (grading papers, repeating directions a million times) and summer break helps to clear my head and allow me to relax and prepare of the coming year. I would also need a break from the stress of preparing for state tests and meeting those deadlines on time.
Teaching Experience: Retired; Taught 7th and 8th Grade History at Sachem Middle School Anthony Nordland
Q: What are you attitudes towards year-round schooling? A: I am against year round schooling for many reasons.
Q: What are some benefits of year-round schooling? A: Many Students would not quickly lose what they just learned. Parents wouldn't have to find activities or someone to watch over their sons/daughters during the entire summer. Vacation travel would be cheaper if you don't have to travel during national holidays and adhere to the school calendar.
Q: What are some downfalls to year-round schooling? A: Many teachers would not be able to work over the summer to supplement their income (i.e. lifeguarding). Students need a break from the educational routine. Schools would have to be air conditioned and operate at a higher cost. Parents would have to arrange for someone to watch their younger sons/daughters during many different breaks in the year round school year.
Q: Would you want to teach at a school that participated in year-round schooling? Why or why not? A: No I would not want to teach in a year round school because I would need a break from the stress of teaching and testing. Also additional income over the summer helps to make ends meet. Lastly everyone needs to be outside and active doing something like surfing, golfing, camping, etc. which are some of the best summer activities.
The year-round school system seems ideal to most teachers and administrators. With more frequent breaks as opposed to a long summer break, students have higher rates of retention. Breaks are placed throughout the year to decrease teacher burnout. The regular breaks also give teachers the opportunity to go on off-season vacations and catch up on grading or lesson plans. (Gismondi & Nasser, 2003).
Just a Matter of Opinion?
Most studies show that when it comes to choosing between the traditional calendar and the year round school system, it is all just a matter of opinion.
One administrator, when questioned about his eight years of experience in a year-round school system, expressed, “My head was spinning. I never, ever, had a break. In fact, in the eight years I was in a year-round schedule, a week-and-a-half off was the most time I ever took. There is virtually no down-time. As one track leaves for a break, a new track comes in.” (Wildman et al., 1999. p. 4).
Another teacher expressed similar concerns with year-round scheduling saying, "My experience was, in the five years I was doing it, there was never time when I could get a vacation. There was only a two week period when all the kids are gone--but that is when administrators need to plan. Year-round is never ending. You must live a no-break lifestyle... stress is internalized (Wildman et al., 1999. p. 4).
Some administrators and teachers disagree, however. One teacher commented, "On the traditional calendar, I was wiped out by April. To do a good job as a teacher took a lot out of me; I even thought of early retirement. Now, on the year-round education cycle, I get systematic breaks, the kids get breaks from me, and we're ready to work together again." (Gismondi &Nasser, 2003, p 12). Diane Connolly, a vice principal of a Virginia elementary school, has found that the year-round calendar decreases teacher absenteeism. She explained, "Because they get frequent breaks, teachers don't need to take off as many mental health days. Also, teachers try to schedule their doctors' appointments during intersessions, so they don't have to take leave, which comes back around to the kids' benefit. If teachers take fewer days off, they're in the classroom more, and more learning is most likely going on than with a substitute." (Gismondi & Nasser, 2003. p 13).
In 1992 a study was completed by Ann D. French (2004) on the effects of year-round schooling on principals. The researcher got the information from a survey that was mailed out to 200 elementary principals in the state of California. 100 of the teachers were from year-round schools and 100 were from traditional schools. Both types of principals experienced a small amount of burnout unless they had pre-school children living at home. The traditional school principals experienced more stress with compliance with state, federal, and organization policies (French, 2004).
Click on the link at the right to view a video that discusses teacher and administrator attitudes towards year-round schooling. VIDEO
ReferencesCooper, H., Valentine, J. C, Charlton, K., &Melson, A. (2003). The effects of modified school calendars on student achievement and on school and community attitudes.Review of Educational Research. Retrieved from ERIC database.
Gismondi, H. S., Nasser, I. (2003, May). Teacher job satisfaction in a year-round school. Educational Leadership. Retrieved from Academic Search Premier.
Huebner, T. A. (2010, April). Year-round schooling. Educational Leadership. Retrieved from Academic Search Premier.
Worthen, B. R., & Zsiray, S. W. (1994). What twenty years of educational studies reveal about year-round education. Raleigh:North Carolina Educational Policy Research Center. Retrieved from ERIC database.
French, D. A. (1992) California administrative burnout and year-round schools. Paper presented at the Annual Meeting of the National Association for Year-Round Education. San Francisco, CA, February 1992. ERIC Document Reproduction Service No. ED 347 660.
by Claire Leyton, Alexa Ponti, Megan Walker, and Sarah Nordland
More and more studies are beginning to show the benefits that year-round schooling can provide for students. In 2010, Tracy Huebner found that two theories regarding year-round school systems are being tested and supported with evidence"Students in year-round schools do as well or slightly better in terms of academic achievement than students in traditional schools. Year-round education may be particularly beneficial for students from low-income families.”
(Worthen & Zsiray, 1994; Cooper, Valentine, Charlton & Melson, 2003 as cited in Huebner, 2010. p 83).
However, while the year-round school system may be valuable for students, how does it affect teachers and administrators?
Interviews with a Teacher:
Teaching Experience: 24 yearsCurrently teaching grade at Brandywine Elementary School, Prince George's County MD
Q: How do you feel about year-round schooling? Do you think that it benefits the students?
A: I have never worked in a school system that implemented year-round schooling. From a teacher's perspective, I prefer the traditional "summer break". I like the anticipation of a "new" school year - a new beginning- so to speak. I also like the idea of working towards an "ending" - a culmination of sorts. In reality, the break is only about 8 or 9 weeks. I really don't think the students lose any more skills than they do over a week at Christmas...I think that parents today realize the importance of providing opportunities for their kids to enrich their knowledge outside of the school environment. A summer break can allow parents time to do so. August/September, when students return, is always the most relaxed,productive part of the year. I believe that is because the kids were afforded an extended break during the summer season.
Q: Do you feel that other teachers/administrators share your opinion?
A: Having discussed this topic with other teachers, I find mixed opinions. It seems as though the younger. inexperienced teachers tend to prefer year-round schooling. They seem to be driven more by data than by emotion.
Teaching Experience: Kindergarten, 1st Grade, 4th Grade, 7th and 8th Grade Special Education
Currently Teaching 4th Grade at Captree Elementary School, West Islip, NY
Karen Nordland
Q: What are your attitudes towards year-round schooling?
A: No, I would not like to work in a school district that operates under a year-around calendar.
Q: What are some pro's of year-round schooling?
A: As I understand year-round school, we would have a shorter summer break but longer breaks throughout the year. I, as a fourth grade teacher, wouldn't have a problem with that...provided that there was air conditioning. I couldn't imagine teaching any grade in the NY summer heat. Also having longer breaks throughout the year would allow me to travel off peak (cheaper airline tickets). Research shows that children lose much of what is learned in school over the long summer break which is why teachers spend the first month of school reviewing what was taught the year prior. Year-round school would help to that end.
Q: What are some con's of year-round schooling?
A: As a kindergarten-first grade teacher, I wouldn't like the long breaks throughout the year. The first few days of school are really rough, the kids have separation issues. Even over the week-long Christmas break, they have trouble adjusting. I couldn't imagine dealing with that 3-4 times a year.
Q: Would you want to teach at a school that participated in year-round schooling? Why or why not?
A: I would absolutely need a break from teaching, so I would not want to teach year-round. Sometimes there is a lot of stress when teaching (grading papers, repeating directions a million times) and summer break helps to clear my head and allow me to relax and prepare of the coming year. I would also need a break from the stress of preparing for state tests and meeting those deadlines on time.
Teaching Experience: Retired; Taught 7th and 8th Grade History at Sachem Middle School
Anthony Nordland
Q: What are you attitudes towards year-round schooling?
A: I am against year round schooling for many reasons.
Q: What are some benefits of year-round schooling?
A: Many Students would not quickly lose what they just learned. Parents wouldn't have to find activities or someone to watch over their sons/daughters during the entire summer. Vacation travel would be cheaper if you don't have to travel during national holidays and adhere to the school calendar.
Q: What are some downfalls to year-round schooling?
A: Many teachers would not be able to work over the summer to supplement their income (i.e. lifeguarding). Students need a break from the educational routine. Schools would have to be air conditioned and operate at a higher cost. Parents would have to arrange for someone to watch their younger sons/daughters during many different breaks in the year round school year.
Q: Would you want to teach at a school that participated in year-round schooling? Why or why not?
A: No I would not want to teach in a year round school because I would need a break from the stress of teaching and testing. Also additional income over the summer helps to make ends meet. Lastly everyone needs to be outside and active doing something like surfing, golfing, camping, etc. which are some of the best summer activities.
The year-round school system seems ideal to most teachers and administrators. With more frequent breaks as opposed to a long summer break, students have higher rates of retention. Breaks are placed throughout the year to decrease teacher burnout. The regular breaks also give teachers the opportunity to go on off-season vacations and catch up on grading or lesson plans. (Gismondi & Nasser, 2003).
Just a Matter of Opinion?
Most studies show that when it comes to choosing between the traditional calendar and the year round school system, it is all just a matter of opinion.
One administrator, when questioned about his eight years of experience in a year-round school system, expressed, “My head was spinning. I never, ever, had a break. In fact, in the eight years I was in a year-round schedule, a week-and-a-half off was the most time I ever took. There is virtually no down-time. As one track leaves for a break, a new track comes in.” (Wildman et al., 1999. p. 4).
Another teacher expressed similar concerns with year-round scheduling saying, "My experience was, in the five years I was doing it, there was never time when I could get a vacation. There was only a two week period when all the kids are gone--but that is when administrators need to plan. Year-round is never ending. You must live a no-break lifestyle... stress is internalized (Wildman et al., 1999. p. 4).
Some administrators and teachers disagree, however.
One teacher commented, "On the traditional calendar, I was wiped out by April. To do a good job as a teacher took a lot out of me; I even thought of early retirement. Now, on the year-round education cycle, I get systematic breaks, the kids get breaks from me, and we're ready to work together again." (Gismondi &Nasser, 2003, p 12). Diane Connolly, a vice principal of a Virginia elementary school, has found that the year-round calendar decreases teacher absenteeism. She explained, "Because they get frequent breaks, teachers don't need to take off as many mental health days. Also, teachers try to schedule their doctors' appointments during intersessions, so they don't have to take leave, which comes back around to the kids' benefit. If teachers take fewer days off, they're in the classroom more, and more learning is most likely going on than with a substitute." (Gismondi & Nasser, 2003. p 13).
In 1992 a study was completed by Ann D. French (2004) on the effects of year-round schooling on principals. The researcher got the information from a survey that was mailed out to 200 elementary principals in the state of California. 100 of the teachers were from year-round schools and 100 were from traditional schools. Both types of principals experienced a small amount of burnout unless they had pre-school children living at home. The traditional school principals experienced more stress with compliance with state, federal, and organization policies (French, 2004).
Click on the link at the right to view a video that discusses teacher and administrator attitudes towards year-round schooling. VIDEO
ReferencesCooper, H., Valentine, J. C, Charlton, K., &Melson, A. (2003). The effects of modified school calendars on student achievement and on school and community attitudes. Review of Educational Research. Retrieved from ERIC database.
Gismondi, H. S., Nasser, I. (2003, May). Teacher job satisfaction in a year-round school. Educational Leadership. Retrieved from Academic Search Premier.
Huebner, T. A. (2010, April). Year-round schooling. Educational Leadership. Retrieved from Academic Search Premier.
Wildman, L.; Arambula, S.; Bryson, T.; Campbell, K.; Dominguez, T.; Flores, R.S.; Jackson, S.; Kilberg, T.; Lara, G.; Leltlow, J.L.; Pitts, T.A.; Shoop, D.P; Waterman, K.C.; Watkins, M.R. (1999, Spring.) The effect of year-round schooling on administrators. Education. Retrieved from Academic Search Premier/EBSCOhost.
Worthen, B. R., & Zsiray, S. W. (1994). What twenty years of educational studies reveal about year-round education. Raleigh: North Carolina Educational Policy Research Center. Retrieved from ERIC database.
French, D. A. (1992) California administrative burnout and year-round schools. Paper presented at the Annual Meeting of the National Association for Year-Round Education. San Francisco, CA, February 1992. ERIC Document Reproduction Service No. ED 347 660.