Since the concept of the “middle school” model emerged in the 1960s, when educators recognized that young adolescents required a different approach than either elementary or high school could provide, the structure of middle school schedules has been a topic of ongoing research and discussion. The key question remains: what makes a great middle school master schedule?
AMLE’s recent survey of its membership reveals a wide variety of scheduling models, with no clear frontrunner. The debate continues: Block schedule or traditional? Rotating or fixed periods? Daily or weekly advisory? How do electives and recess fit in? As Katie Powell, AMLE’s Director for Middle Level Programs, explains, creating an effective schedule is not straightforward.
AMLE’s foundational position paper on best practice in the middle grades, The Successful Middle School: This We Believe, advocates for large blocks of uninterrupted instructional time. However, Powell acknowledges that when it comes to master scheduling, there are often barriers that school leaders must navigate. “There may be aspirational ideas that school leaders want to implement, but not all of them will be possible in the short term,” says Powell. “Leaders can advocate for long-term change, but sometimes they must work within current constraints.”
Despite structural challenges, Powell encourages school leaders to assess the actual needs of their students, staff, families, and the community as a whole. She also advises leaders to reflect on how their school values are reflected in the schedule. “Do their values fit within the schedule, or is the schedule being forced to accommodate values?” she asks. This reflective process is crucial, even for schools not currently considering a schedule change.
Involving all stakeholders, including students and families, in the scheduling process is essential. Powell emphasizes, “This exercise is valuable for schools whether or not they’re considering a major schedule overhaul. Keeping as many voices as possible involved in the development process can help ensure the schedule meets the community’s needs.” AMLE’s own research, leveraging data collected from hundreds of schools via its Successful Middle School Assessment tool, has revealed that there are often statistically significant variances between how staff perceive school structures versus students and families. Understanding those perspectives is key in making sure the schedule meets actual, versus perceived, needs.
Learning from Others
Another useful step in developing an effective schedule is to explore what other schools are doing. Powell points to AMLE’s Schools of Distinction as a valuable resource. These schools, recognized for their innovation, use a variety of scheduling models—from traditional to more experimental approaches. By connecting with other school leaders, administrators can learn how to adapt their schedules to meet their unique challenges while honoring student needs.
Powell encourages school leaders to lean on their professional networks for support. “The job of a middle school principal can feel isolating, especially if they’re the only one in their district. That’s where AMLE and its network of 35,000 members can be invaluable,” she says. “Our community is here to provide guidance and connect school leaders so they don’t have to navigate these challenges alone.”
While the schedule plays a central role in the day-to-day functioning of a school, Powell insists that the bottom line is not simply how the school day is structured, but how schools make the most of the time with students. “Even within existing constraints, schools can innovate,” she says. “For example, if a school can’t fit in a dedicated advisory period, they might integrate advisory practices into the general education classroom. The goal is to meet the needs of young adolescents, even if that means thinking creatively within the current schedule.”
Support for Teachers Is Key
AMLE advocates for extended instructional time, particularly in a block schedule format, but Powell acknowledges that teachers often need support to maximize the effectiveness of longer periods. “A 90-minute block is not just two days of lessons squeezed into one period,” she explains. “Teachers must learn to maintain student attention and structure their lessons differently to meet students’ developmental needs during this extended time.”
Ultimately, a schedule will only be successful if teachers are given the professional development and support they need to implement it effectively. Building teacher buy-in during the schedule development process is also crucial. As Powell points out, the key to success is helping teachers understand the value of middle school structures and providing them with the tools to succeed.
So…What IS Working in Middle Schools Across the Country?
We spoke with leaders from three AMLE Schools of Distinction to learn more about what’s working in middle school scheduling.
South View Middle School: Flex Time for Student Agency
South View Middle School, located in a suburban district in Minnesota, uses a unique alternating day block schedule (A-B), which combines large blocks of instructional time with flexibility for student needs. The schedule includes a dedicated advisory period each day, which is used for social-emotional learning, team-building activities, and character education.
The standout feature of South View’s master schedule is its “flex time,” a daily 45-minute period that offers students a wide array of choices. Flex time is designed to promote student agency, giving students the autonomy to decide how they spend their time. They can choose between academic support, enrichment activities, or pursuing personal interests. For example, students struggling in math can attend a session with their teacher for extra help, while others might spend their time in a creative writing workshop, art club, or science lab. The students schedule their flex time selections online at the beginning of each week.
Assistant Principal Tami Jo Cook explains that this flexible structure allows the school to meet diverse student needs. “Flex time helps us provide personalized learning experiences for each student. For instance, students who need more help in core subjects can get targeted support, while those who are excelling can explore electives without disrupting their core academic time,” Cook says.
Additionally, South View’s multi-age advisory groups have been highly successful. These groups include students from grades 6 through 8, which allows older students to mentor younger ones. Eighth graders serve as leaders, helping their peers with everything from time management to navigating social challenges. Cook notes that this arrangement fosters a sense of community and belonging within the school. “It creates a family-like atmosphere,” she says. “Students feel comfortable reaching out to older peers for advice, which enhances the overall school culture.”
Readington Middle School: Emphasizing Wellness and Choice
Readington Middle School, located in a suburban area of New Jersey, uses a four-day rotating schedule with no dropped periods, which allows students to receive core subject instruction at different times of the day throughout the week.
A key feature of Readington’s schedule is the “opportunity period” in the middle of each school day. This 45-minute period is designed to promote student engagement by allowing students to participate in a variety of activities. These range from lunch and recess to academic support and enrichment. It’s been so popular, students have sought out Principal Tim Charleston to suggest new uses for the time. “I just had a group of students come up to me the other day and ask if they could start a fishing club,” he recalls, “I said, ‘Yes, of course! Find an advisory. That’s exactly what this time is for.’” He emphasizes that this time is critical for supporting students’ emotional and social needs. “The opportunity period helps break up the day, so students can recharge, pursue their interests, and receive any academic support they need,” Charleston explains.
Within the rotating schedule, students have their main block classes every day: language arts, math, science, social studies, and world language, which is a core class at Readington. For language arts and math, those classes are either a single block or a double block every other day to provide more time for teacher instruction, small grouping, redirection, relearning, etc.
The schedule rounds out with two encore periods, one in the morning block and one in the afternoon. Students have a variety of choices, they can take classes in innovation and design, financial literacy, coding, broadcasting, and their newest offering titled, “No Passport Needed: Food, Culture, and Cuisine Throughout the World.” The teacher has used the class to also highlight local businesses. “We brought in a local chef to show the kids how to roll their own sushi, and they learned about the Japanese culture. But then they also went out to an authentic Mexican restaurant to learn from the chefs and the owners there about how to run a business, but also what that food meant to that culture.”
At first, the staff was concerned about the rotating days, but they quickly found the schedule helped reduce stress for both students and staff. “The rotation allows them to experience new classes and activities while still maintaining a sense of consistency,” Charleston says.
Charleston believes the key to their success was knowing as a leader what his non-negotiables were from the beginning and allowing those to guide the process. “If you believe in something, let it be seen in your schedule. If you believe in student choice and offerings, let that be reflected. If you believe strongly in teaming or interdisciplinary cross-content, let that be seen in your schedule. Your schedule drives everything.”
Tomahawk Creek Middle School: Flexibility and Opportunities for All Students
At Tomahawk Creek Middle School in Midlothian, Virginia, Principal Rebecca Thompson oversees a schedule that balances flexibility with rigorous academic expectations. With over 1,700 students, creating a schedule that accommodates diverse student needs while fostering collaboration among teachers is no small feat. However, Tomahawk Creek’s approach to scheduling has earned it recognition for its innovative use of time.
Teachers, including special education and encore instructors, also have common planning time built into the schedule. This allows for coordinated support across grade levels and subjects, especially for students with individualized learning plans. “We intentionally make time for collaboration between general education and special education teachers, so we’re all working together to support each student,” Thompson explains.
The school’s advisory period, called HOWL, occurs every day and is an essential part of their schedule. HOWL is used for personal development, relationship-building, and academic check-ins. Each student’s HOWL teacher is also somewhere else in their schedule, providing continuity and a strong support system.
For Thompson, a scheduling non-negotiable is not limiting students’ options. “I like having as many course offerings as possible,” she explains, “If a teacher has a course they want to propose and teach, then we will try to make it happen. We will offer it. The kids are just able to access so much right now – so many different electives, so many different courses. We do not restrict the grade level where they start world language, but then we also have alternatives if they’re just not ready for a world language class.”
Thompson notes that, after a recent revision, they are now offering more differentiated math tracks, with the goal of helping each student progress at their own pace. “Not every 8th grader can take algebra in 8th grade; some are just not ready. This year, we finally started offering grade-level math again. Now, not only do we have these extra opportunities for students, but we also have options so students can slow down without being behind their peers. I’m really excited to see how the future of that unfolds too.”
It’s part of a trend Thompson sees of middle schools moving to a “seat time factor” model as more high school credited courses are pushed down to the middle level. She worries about what will happen to advisory and electives, programs she views as critical for this age group, given these pressures.
The Schedule Balancing Act
Ultimately, the right master schedule is one that balances the needs of students, teachers, and the wider school community. While no single model fits every school, leaders can draw inspiration from one another, think creatively, and prioritize the core values of middle school education to create schedules that work within their constraints. As Powell emphasizes, “Your schedule drives everything. Make sure it reflects your beliefs about what is best for young adolescents, and be open to learning and adapting as you go.”
Connect with Katie Powell, AMLE Director for Middle Level Programs, at kpowell@amle.org.