Managing a resource schedule can feel like playing Tetris while juggling flaming swords—there are only so many hours in the day, and the pieces rarely fall neatly into place.
Between case management, pull-out groups, co-teaching, and paperwork, it’s easy to feel like you’re constantly running behind. The good news? With a few strategic scheduling moves, you can create a plan that works for you, your students, and your sanity.
Start with the Big Picture
Before filling in a single time slot, take a step back and look at everything on your plate. How many students do you serve? Which grades and subjects are you responsible for? Are you the case manager for all of your students, or do some goals fall under other teachers? Understanding the full scope of your role helps you make realistic scheduling decisions.
For example, some resource teachers manage 30+ students across multiple grade levels, while others cap at 12–15. Large caseloads often require prioritizing who gets daily services, who can be seen in groups, and who might be supported by an aide in the general education classroom. Starting with a clear overview lets you identify your non-negotiables and where you have flexibility.
Build in Dedicated Paperwork Time
Paperwork isn’t glamorous, but it’s non-negotiable in special education. Many resource teachers swear by setting aside at least one day a month—or even a weekly block of time—for nothing but meetings, data collection, and IEP writing. Without this built-in buffer, you’ll find yourself staying late or taking work home just to keep up.
If your schedule allows, create a “Magic Thursday” or “Case Management Friday” where you don’t pull students. Use that time to:
- Hold IEP meetings
- Check in with teachers about accommodations
- Complete evaluations and referrals
- Organize data for progress monitoring
Having this protected time keeps you from feeling constantly behind and makes meetings far less stressful.
Plan Strategically Around Core Instruction
One of the biggest challenges in resource scheduling is finding time to work with students without pulling them from essential instruction. When possible, coordinate with grade-level teachers to see when students have non-core subjects, intervention blocks, or independent work time.
Some resource teachers design their entire schedule around academic lab periods or differentiated instruction times. Others create a rotation so students don’t miss the same subject every day. While it’s not always perfect, being intentional about pull-out timing helps minimize pushback from both students and classroom teachers.
Consider Morning vs. Afternoon Sessions
If you can choose, think carefully about when you schedule your planning time. Many resource teachers prefer having their prep period first thing in the morning—it lets them set up for groups, catch up on emails, and start the day calmly. Others find late-morning or early-afternoon planning better, since they can use it to reset after a busy morning and prep for the rest of the day.
Be honest about your own energy levels. If you’re not a morning person, you might prefer student sessions early and planning later in the day. The key is making the schedule work for you instead of the other way around.
Group Students by Skill, Not Just Grade
In an ideal world, you’d have small, same-grade groups with similar needs. In reality, many resource teachers pull mixed-grade groups because of caseload numbers and scheduling conflicts. Instead of stressing over the age spread, focus on skill-based grouping.
When you group students by shared goals—like mastering multiplication facts or improving reading fluency—you can target instruction more effectively, even if you have 4th and 5th graders working side by side. This approach also frees up time in your schedule because you’re not repeating the same lesson five different times for slightly different groups.
Some teachers use intervention days to provide extra time for students who need it or to run social skills groups. This flexible scheduling allows you to respond to needs as they arise without overloading your daily calendar.
Lean on Support Staff and Collaboration
You don’t have to do everything alone. If you have paraprofessionals or instructional aides, consider training them to run small skill-based groups or handle independent practice while you work one-on-one with other students. Collaboration with general education teachers can also help with progress monitoring and ensuring accommodations are met, even if you can’t be in the classroom every minute.
Having strong communication systems—like shared Google Forms or quick check-ins—keeps everyone on the same page and reduces the pressure to personally oversee every single goal, every single day.
Expect Fluctuations
Even the best schedule will need tweaking throughout the year. Referrals, move-ins, and changes in service minutes can quickly throw off a perfectly planned week. It’s not uncommon for caseloads to jump by five or more students mid-year, especially in high-need schools.
Give yourself grace and build in flexibility. If your schedule feels impossible, talk to your admin about redistributing caseloads or adding support. Resource teachers shouldn’t have to choose between meeting IEP minutes and doing quality instruction, but many do. Advocating for reasonable expectations is part of the job—and you’re not alone in feeling overwhelmed.
It’s a Balancing Act
Resource teaching is a balancing act that never quite feels balanced. Between high caseloads, packed schedules, and mountains of paperwork, it’s easy to burn out. But by taking control where you can—blocking paperwork time, grouping by skill, planning around core subjects, and collaborating with your team—you can create a schedule that feels manageable.
No schedule will ever be perfect, but the right strategies can make it sustainable. Remember, you’re doing incredible work under challenging circumstances. The fact that you’re looking for ways to improve your schedule means you’re already a step ahead in serving your students well.
