The Impact of Multiple Preps on Teachers: Navigating the Workload in Wyoming's K-12 Education
As educators, the number of preps (or classes) we are assigned can significantly impact our workload, teaching effectiveness, and overall well-being. In the context of Wyoming's K-12 schools, understanding the dynamics of preps and their impact is crucial for both educators and administrators.
Definition of Preps
A prep, in the context of education, refers to the preparation or planning time allocated to cover the specific class or subject a teacher is responsible for. This preparation includes lesson planning, grading, and developing curriculum materials. The number of preps a teacher can have varies widely, depending on the school and district policies, academic level, and the subject taught.
Typical Assignments
The typical assignments of preps can differ significantly between elementary, middle, and high schools. For elementary school teachers, it is common to see one or two preps where they might cover multiple subjects within the same grade level. In contrast, middle and high school teachers often have several preps as they might teach different subjects or grade levels. High school teachers, for instance, might be assigned between three to five preps based on their schedule and expertise.
Limits on Preps
There is typically no universal limit to the number of preps a teacher can be assigned; it largely depends on the school's scheduling, staffing needs, and the teacher's expertise. However, some districts may have guidelines in place to prevent teachers from becoming overwhelmed with too many preps. This is because having too many preps can negatively impact the quality of instruction, affecting both teacher and student outcomes.
Impact on Teaching
Having multiple preps can present significant challenges. It requires a substantial amount of time for lesson planning and preparation, which can be quite daunting for educators. For instance, an educator might have to manage six different STEM classes (including robotics and design, and advanced STEM), a ninth-grade Earth Science class, and a mix of language and exploratory courses. On top of this, the educator might also be required to supervise a Khan Academy math course and develop their own curricula for the language courses.
A significant aspect of preps is the time allocated for preparation. In one specific case, an experience highlights the challenges an educator faces. This teacher works at a small Wyoming K-12 school, teaching sixth through eighth-grade science and STEM courses. Additionally, they manage a 15-student robotics course and a smaller section with only two students. Despite the no-limit policy at their school, the teacher has a significant workload, with four levels of German, one level of French, and two sections of Exploratory: Languages and Cultures. They are also required to supervise a Khan Academy math course, which requires minimal preparation. The school strongly discourages the use of textbooks for these latter courses and provides a mandated scope and sequence for German and French, but no set curricula. The teacher is given only 45 minutes of prep time at the end of the day, which can be challenging when they are already fatigued by the end of the day.
The significant prep times required for curricula and lesson planning, coupled with the limited time available, can create a sense of overwhelm. The teacher in the case study mentioned above feels particularly overburdened due to the complexity and variety of their assigned courses.
Conclusion
The number of preps a teacher is assigned can greatly impact their workload and the quality of instruction. It is essential for schools and districts to consider their policies on preps carefully to ensure that teachers do not become overwhelmed. By understanding the dynamics of preps and their impact, educators can better manage their workload and improve the teaching and learning experience for their students.