Ep 372: Teacher Planning Starts With Protecting Your Planning Period

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Ep 372: Teacher Planning Starts With Protecting Your Planning Period

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Planning period for multiple preps can turn into a daily negotiation with yourself. On The Secondary Teacher Podcast, host Khristen Massic explains why protecting your planning period matters, then takes the next step: deciding how to use that time across every class you teach.Links mentioned in this episode:Grab the Secondary Teacher Systems Toolkit here: https://khristenmassic.thrivecart.com/systemstoolkit/?ref=pod Planning for the next school year? If your day is organized by class period, your planning calendar should be too. Grab my Editable Class Period Calendar here: https://khristenmassic.com/secondarycalendarpodGet the Planning Period Reset Toolkit—a free set of quick-start tools to help you protect your time, focus faster, and finally finish something… even during chaotic school days. https://khristenmassic.com/resetShop my Teachers Pay Teachers store: https://www.teacherspayteachers.com/Store/Khristen-Massic-Cte-Teacher-CoachThe common mistake is easy to recognize. You finally get a quiet block without students, open your laptop, and realize that “planning” could mean almost anything. You could prepare tomorrow’s lesson, start the next unit, finish project materials, make copies, revise something you already taught, or answer the task that happens to be sitting directly in front of you. When every option is waiting for a decision, the first part of your planning period disappears before you’ve done meaningful work.The episode captures that problem with a painfully familiar mailbox detour. There was time available, but no clear answer to the question, “What should I work on right now?” So checking the mailbox became tempting. It was a real task, easy to complete, and satisfying enough to create the feeling of progress. But it wasn’t the work that needed attention every day. The better solution was simple: check it after school, check it once a week, or send a fast finisher to the office with a hall pass. The point isn’t that a mailbox never matters. The point is that an available task shouldn’t automatically control your planning period.For middle and high school teachers, especially those managing several courses, planning period for multiple preps requires a wider view before focused work begins. Look across the day you’re preparing for. Which classes are ready? Which one still needs a lesson? Is one course about to start a new unit? Does a project need materials set up? Is tomorrow handled well enough that you can work ahead instead? This quick scan prevents one class from absorbing all your attention while another class quietly becomes tomorrow night’s emergency.That’s the difference between a deliberate choice and planning in silos. Finishing an entire unit for one course can feel like a major win, and it is real work. But if robotics still needs a lesson tomorrow, the work hasn’t solved the whole teaching day. A multiple prep teacher workload punishes tunnel vision because each completed course doesn’t automatically help the next course. The answer isn’t to plan every class simultaneously. That creates its own kind of chaos. The answer is to check all your preps first, then choose where your attention belongs.Sometimes one prep genuinely needs the full block. Building out a new unit may require sustained thinking, especially when you’re working through what students need to learn, practice, and produce. The key is knowing that this is the choice you’re making after reviewing the rest of your schedule. “Today I’m focusing on this unit because I checked the other classes” is a plan. “I spent the whole block here because this is where I started” is how planning in silos takes over.The conversation also offers a practical way to make the next prep less demanding. Don’t assume every course requires a completely new lesson structure. Look for decisions you can carry forward. An activity format, student practice structure, discussion routine, or feedback process may transfer even when the subject matter changes. The episode uses a bell ringer example to make the distinction clear. The same video didn’t make sense across engineering design and robotics, particularly when students were in both courses. But the structure could stay: students look at something, write what they notice and wonder, and talk with a partner. The content changes. The classroom routines can remain familiar.That approach takes pressure out of planning period for multiple preps. You’re not asking, “How do I invent a brand-new lesson for this class?” You’re asking, “What do I already have that fits, and what still needs to be chosen?” Course-specific content still matters, but you don’t need to rebuild every instructional decision from the ground up. The Unit Planning Lab approach referenced in the episode, using Introduce, Practice, Produce, reinforces that planning can happen through connected decisions rather than a pile of unrelated tasks.The practical ...

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