Ep 375: Teacher Workload- Five Things to Stop Doing Every Week

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Ep 375: Teacher Workload- Five Things to Stop Doing Every Week

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Teacher workload can get out of control fast, especially when you’re teaching multiple courses and treating every lesson, family update, and classroom display as another chance to prove you’re doing enough. In this episode of The Secondary Teacher Podcast, host Khristen Massic gets specific about the things multiple prep teachers can stop doing every week. The point isn’t to care less about students. It’s to stop spending your best planning time on work that doesn’t meaningfully support their learning.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 strongest teachers don’t build every lesson from a blank page. They know what needs to change for a new course, standard, or group of students, and they also know what can stay familiar. When every class needs new slides, new activities, new worksheets, and new instructions, the workload grows through dozens of small decisions. Some of those decisions matter. Plenty don’t.The better way is to reuse the parts that already work. A discussion structure can travel from engineering to robotics to foods and nutrition. Think-Write-Pair-Share doesn’t need a brand-new design every time you change the content. The question changes. The routine stays. That’s one of the most practical things multiple prep teachers can stop doing: stop inventing a new delivery system when students simply need a reliable way to think, write, and discuss.This doesn’t mean teaching the same lesson in every class. It means separating the content that must change from the structure that doesn’t. A routine for introducing a new topic can work across several preps. A familiar format can reduce the number of directions students need and reduce the number of decisions you need to make. If you already have an activity that works, adapt the content before you replace the entire activity. Reusing a strong structure gives you more time to focus on the standards and essential learning students actually need.The first mistake has a mirror image: spending so long searching for the perfect resource that making a simple version would have been faster. Searching feels productive. You’re gathering ideas, comparing options, and trying to find something that will fit your standards, students, and course. But the perfect resource may not exist. Even a good resource may still need enough editing that the search no longer saves time.Set a reasonable limit before you start looking. If you need a simple practice activity, check what you already have, search for a little while, and then decide whether creating a basic version makes more sense. Don’t turn one worksheet into an entire planning-period investigation. The better choice depends on the task. Sometimes you should reuse. Sometimes you should adapt. Sometimes you should create. The work gets heavier when you keep searching after the search has stopped helping.End-of-term grade requests create another workload trap. Students may come in needing to bring up a grade, and it’s understandable that they want a passing result. Teachers also want students to have a fair opportunity to succeed. But creating a special extra credit assignment or an individual arrangement can add an entire second workflow: design the assignment, explain it, collect it, grade it, and track the arrangement. Meanwhile, the student may already have incomplete work waiting.Khristen Massic describes changing that approach in her own teaching. Instead of inventing new extra credit opportunities, she allowed students to complete the original work and turn it in through the end of the term. Students still had to do the work and demonstrate what they had learned, but she didn’t have to create a separate path for every student who needed points. Policies vary by school, district, and LEA, so teachers should check with administration. Still, the principle is worth examining: before you create extra credit assignments, ask whether the existing opportunity can be made clear and accessible.Another workload trap comes from tasks that look like evidence of good teaching. Weekly parent newsletters are a perfect example. A polished template can make the idea look simple, but the template doesn’t write the newsletter. You still have to decide what to include, update the information, and send it every week. For a teacher with multiple preps, that becomes a...

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