The strategic use of time supports good teaching?
How is time used where you teach and learn?
Who has ample time for planning and collaboration, and who has insufficient time in that regard?
Does the use of time match professional expectations?
To better efforts, is it advantageous to audit the use of time in school systems?
You may audit time by making a chart that notes primary activities and the average time it takes to complete those activities? Then add up the time and analyze the results. It's my suspicion that some job expectations will far outpace the time available thus demonstrating the reason for stress or the inability to meet expected outcomes.
You may choose to take the task a step further and rate each task with regard to its connection to systemwide goals and vision. You'll find that some jobs that take a lot of time have no connection to collective goals, while other jobs that earn little time are closely linked to goals and vision. Mismatches of time and value signal a need for change.
Too often no one truly considers time with any depth. There's often lots of conjecture, but no true, honest, transparent, and shared analysis--the kind of review that inspires everyone to think deeply about what they do and why they do it.
You might want to begin a time analysis with your individual goals and efforts. Make a list of what you do, the time it takes, and the results gained. Are you satisfied or do you see areas for positive change? Then reconfigure your use of time and assess again.
Analyzing time and its relationship to systemwide goals is not a complex task, but it will take time to outline the process, identify important criteria, implement the effort, and then analyze--an analysis well worth it when it comes to optimizing one of the most important and vital elements of school life: TIME.