Lesson Planning: Support Over Stress

For many educators, lesson planning feels like a “bad word.” It’s often perceived as a tedious task that takes time away from the heart of teaching—engaging students in meaningful learning. While school leaders may require extensive lesson plans to ensure accountability, we have to ask: Are these plans really serving their intended purpose?

Lesson plans are meant to guide teachers in planning and implementing content effectively. However, when they turn into a mere checklist to satisfy administrative demands, their value is lost. So, where’s the balance?

As a principal, I challenged the traditional approach. Here’s what worked for me:

• Autonomy: I allowed teachers to create plans in the format that suited their teaching style—whether it was detailed narratives, bulleted lists, or annotated standards.
• Collaboration: Teachers planned as a team, sharing ideas, resources, and strategies. They uploaded a generic plan for each unit, which freed them from unnecessary paperwork while fostering a supportive network.
• Individualized Support: If a teacher struggled with translating the team’s plan into effective instruction, we adjusted. For them, individual plans were required—but only with guidance and support.

This differentiated approach mirrored how we teach our students: recognizing and meeting individual needs. Lesson plans should not be about compliance; they should be tools for success.

I challenge school leaders to reconsider their approach to lesson planning. Empower your teachers by allowing flexibility, fostering collaboration, and providing support when needed. Let’s make planning a tool for empowerment, not a source of stress.

What’s your take? How do you approach lesson planning in your school or classroom?