Maintaining a core teaching staff at a hybrid school requires a unique political economy. While in practice, hybrid schools have low tuitions because they only hire teacher for 3-days of instruction and rent space for three-days at a time, teachers are still putting in many hours of prep work, prep work which seems to scale nonlinearly according to how many classes are taught.
For example: 1 class might require 5 hours per week from a teacher. 2 classes – 12 hours. 3 classes – 14 hours. 4 classes – 20 hours. Of course, these figures largely depend on the individual teacher but based upon my small dataset, all teachers experience weird nonlinear effects in time-expenditure by class – each in their own way.
For myself, this manifests most when I turn my attention to lesson planning. In that mode, there is basically always more time I could spend on honing my lessons, not just in terms of content, but in terms of creating the type of learning environment which will maximally positively affect students’ minds and hearts and community culture.
Being paid by instructional hours doesn’t take into account these effects, and it keeps the administration in the dark about how much time teachers are spending. When the administration doesn’t know what is happening with the teachers’ time, teachers will feel undervalued. Value-added payment structures at hybrid schools should be developed and tested. We might get useful results.