I think it depends what age group you teach, and how your planning works.
So I teach M-W, which works for me, though it has some irritations:
- Staff meetings are on Mondays. I am in the loop, but obviously don't then have that time for marking.
- I do the majority of 'input' (but possibly a little less of the marking) especially in English, as although our planning does stretch over multiple weeks there does seem to be an input / shorter guided writing / longer writing rhythm to many weeks. However, I can find it frustrating that I don't see the results of that input in the final writing, and obviously the handover has to be really good to close the loop between longer writing and next steps.
It does also depend on the mechanics of the job share, marking policies, your domestic set-up and how 'seamless' you are expected to be. Some schools may allow you to e.g. have 2 sets of English and Maths books which you keep and mark as 'your own', which gives more flexibility. Ours are meant to look identical to a full-time teacher's books but just with changes of marking handwriting, which imposes a good discipline but can have practical consequences if e.g. your domestic schedule is particularly busy on a Weds night (hands up to that one here).
With M-W, I have to be very disciplined about getting all the marking of books to be handed over done on Weds night. With Weds - Friday, if you have commitments - e g. a school or nursery pick-up - on the Friday night, it is possible to spread some of that marking over e./g. the weekend (many is the box of books I have had left on my doorstep over the weekend).
Also, when will your PPA be? In 'your' part of the week in school time? Paid, but in the 'other' part of the week so taken at home? With your jobshare partner (this is brilliant, but rare) / other colleagues or 'solo'?