Credit: Allison Shelley / American Education
Yesterday — like every day last week — I had just 27 minutes to plan my lessons and grade my fourth-grade students’ work. In reality, I spent that time signing into the office, getting my mail, setting up breakfast for my students, and calling a parent about their child who had been absent four days in a row. I had no time left to prepare for my first lesson of the day.
This isn’t just an occasional bad day — it’s a constant reality. In fact, survey results from recent years found that teachers nationwide identify “more planning time during the school day” as one of the most critical changes districts could make to support their teaching.
Yet, in my district, Los Angeles Unified, the second-largest school district in the nation, elementary teachers have only 27 minutes of prep time — a staggering 20 minutes less than the national average of 47 minutes, which is still too little. This gap isn’t just a statistic; it’s a crisis that directly impacts our ability to plan, collaborate, and provide the essential support our students deserve.
As a 20-year educator and 2017 Teacher of the Year, meeting the needs of every student is my mission. But lack of prep time makes it nearly impossible to fulfill that commitment. Many of my students face behavioral challenges that require additional support — particularly those from our highest-needs neighborhoods. But without time to prepare, access resources or collaborate with colleagues, we are failing students before they even begin their day.
Beyond the individual toll of teacher prep time, the schedule also isolates educators. Teacher collaboration is essential for strong schools, and while I value learning from my colleagues and offering guidance to new teachers, my district’s prep time policy leaves no space for additional collaboration, like mentoring, sharing best practices, or building a community. Burned-out, unsupported teachers cannot create thriving classrooms.
The new reading program in LAUSD exemplifies the intense time demands on teachers. Each 90-minute lesson requires 30 to 40 minutes of planning — every day, five days a week — for just one subject I teach. This leaves little time for other critical tasks like grading, providing feedback or planning small group instruction. To keep up, I’m forced to spend hours working from home each week, sacrificing time with my family.
Teachers should not have to choose between their families and students. Yet, a recent survey by Educators for Excellence, Voices from the Classroom 2024, found that the second-biggest reason teachers plan to leave the profession is that they take on too many responsibilities outside of paid hours, including lesson planning and grading at home. For teachers in high-need schools, this was the most significant reason — even more important than concerns about low pay.
At the same time, the Nation’s Report Card (NAEP) 2024 scores show little to no improvement in learning since the pandemic, particularly for LAUSD students. Hispanic students — who make up 80% of the district’s student body — continue to lag behind, with an average 31-point gap compared to white students across all grade levels and subjects.
Addressing the root causes — including insufficient prep time — is critical for districts to close these gaps and keep teachers in classrooms.
The future of our students depends on a system that prioritizes educator support and adequate prep time. Without action, schools risk losing more talented teachers and leaving students further behind. By demanding more prep time, we can create a stronger, more collaborative school environment—one where teachers stay, students thrive, and outcomes improve. The clock is ticking.
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Misti Kemmer is a 20-year LAUSD educator, 2017 Teacher of the Year, and an active member of Educators for Excellence – Los Angeles, a teacher advocacy organization.
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