1. Instructional Leadership
Implementing Rigorous Curriculum
Start the session with a BRIEF opening remark about the whole workshop.
©AZ Board of Regents, BEST Professional Development, 2012.  All rights reserved.

2. Welcome Name of Superintendent Welcome Why Important
Introduce superintendent to welcome participants and discuss WHY this workshop is important.
Reinforce Superintendent’s opening by sharing several reasons WHY this topic is important. Your reasons should align with the concepts of change leadership & creating demand for new initiatives …relative advantage, compatibility with beliefs, trialability, observability, complexity, etc (”Five Reasons” graphic organizer is available)
Give participants an opportunity to share interests they have for developing their skills for in this area/topic

3. Overview & Introductions
Name of Facilitator
Overview / Agenda
Enduring Understandings
Guiding Questions
Targeted Objectives
Introductions
Provide an overview of today by discussing today’s agenda, targeted objectives, and/or guiding questions
(FACILITATOR’S choice on which perspective to use. It is recommended that you choice one to put on chart paper, post-it in room, and reference frequently during the workshop; and adjust the content of this slide to align with your choice.)
As you provide an overview, ask participants to make notes regarding items with which they are familiar. This will help when developing their action plan and/or discussing new learning.
It is recommended that you set-up a “parking lot” and have a designated participant put questions and/or issues on post-it notes in the “parking lot”. These may be addressed later!
IF appropriate/necessary, facilitate introductions of all persons in the room (use a strategies that requires each person to “uncover” something about him/her self that others may not know …favorite music, most unique trip, favorite movie from 80’s/college, unique story, etc)

4. Proposed Norms & Expectations
Stay focused and fully engaged
no competing conversations please
Participate to grow
share openly and monitor your listening
Be a learner
create your own meaning and application
Get your needs met
ask questions that benefit the group
personal questions on breaks
Housekeeping
silence cell phones
handle business later
share ONE point …then next person
Introduce today’s proposed norms
FACILITATOR: you may want to add some explanation as provided below
NOTE: see management notes for other options
Demonstrate trust - Be trustworthy & trusting of others (this is a safe environment, do not judge one another, things stay in the room, do not use things discussed today against someone in the future)
Demonstrate healthy conflict - Listen to one another (listen to others with an open-mind to first understand their perspective). Share what is on your mind (do not assume another person’s perspective is the right answer, there are many right answers, and do not go silent …we need to hear your thoughts)
Demonstrate an growth mindset (this means being open to continuous self-improvement) - Engage in dialogue to develop new ideas (we know that adults learn through talking it out) Ask questions to learn and clarify
Share ONE point …then next person (this is an agreement that each person will share just one idea at a time, this enables everyone to be able share – no one person dominates)
Silence cell phones
After a brief discussion ….ask group to raise their hands to indicate that they are willing to accept the proposed norms for today. Emphasize “Share ONE point” …this norms allows everyone to have opportunities to add to the dialogue

5. Student Achievement Teacher Quality Instructional Leadership
Instructional Leadership Core Component is Managed through Key Processes
Student Achievement Teacher Quality Instructional Leadership
Implementing
Monitoring
Supporting
Communicating
Advocating
Planning
Introduce the Instructional Leadership Model
The Instructional Leadership Model is a systems thinking approach and represents the impact of core components and key process on student achievement, teacher performance, and administrator excellence. Core components are characteristics of schools that support teacher performance and student learning.  Key processes refer to how principals manage those core components. Each core component is managed through the six key processes.
Explain which core component (defined on the next slide) and key process will be addressed in the workshop (multiple segment workshops apply multiple key processes)

6. Rigorous Curriculum: There is: ambitious academic content provided to
all students
in all subgroups
in all core academic subjects. .
Provide a working definition for the core component focus of this workshop (one of the core component of the VAL-ED and our Instructional Leadership Series)

7. Research-Based Critical Behaviors
Discusses Common Core State Standards.
Discusses during faculty meetings how to improve the rigor of the curriculum.
Discusses the importance of addressing the same academic content in special and regular programs.
Listens to faculty about how to strengthen the curriculum.
Provide an overview of the Research-Based Critical Behaviors (listed on slide and listed in the action plan)
Explain that these are based on Vanderbilt University researchers who found that these principal behaviors have a direct and significant impact on teachers’ performance and student learning. These particular behaviors will guide our training in the Instructional Leadership Series.

8. Action Plan
By the end of this workshop you will develop an action plan focused on applying the Research-Based Critical Behaviors.
In the column labeled “Current Reality”
Rate yourself on a scale of 1-5
5 = Highly effective
3 = Satisfactorily Effective (proficient)
1 = Ineffective
Introduce the Action Plan (ask all participants to take out the form)
Explain that by the end of this workshop each participant will develop an action plan
As anticipatory set for that planning, ask participants to carefully read the definition of the core component and make notes about their interpretation of its meaning (1 minute)
Then ask them to carefully read the definition of the key process (or key processes) and make notes (1 minute)
Next ask them to carefully read the definition of the Research-Based Critical Behaviors and rate their current application of those behaviors. Explain that if they participated in the VAL-ED this should look very familiar. Participants should use the rating scale of 1-5 (5 = highly effective, 3 = satisfactorily effective, 1 = ineffective). Emphasize to participants that the point of this activity is to identify EVIDENCE, so they must describe the evidence that supports their rating (4 minutes).

9. Implementing Rigor Curriculum Segment Guiding Questions
How do instructional leaders …
create the conditions & opportunities for staff to discuss rigor?
improve rigor in your school?
This slide indicates the beginning of this segment and may be used to present the focus of this segment. The guiding question is intended to communicate the focus of this segment to participants. It is recommended that you have participants make notes regarding each guiding question (at beginning & end of segment). At the end of this segment you will pose the guiding question and lead a discussion.

10. Spotlight on Research Teachers implementing rigor:
High expectations that all students can learn
Support each student to learn and provide scaffolding
Expect all students to demonstrate understanding of content
Rigor is a Not a Four Letter Word (2008),
Barbara Blackburn
Review the spotlight on research.
Ask participants to analyze their teachers’ implementation by listing the teacher that do each well.

11. Task: Read & Discuss Highlight key points Make notes as you read
Read the article, “The Non-Negotiables of Rigor”:
Highlight key points
Make notes as you read
Identify 2-4 most significant parts to share
Paragraph or section
You agree, disagree, or question
[12] Distribute the article: The Non-negotiables of Academic Rigor”
SAY: How can we support our teachers to improve classroom rigor?
Group the participants in tables of 3 (if possible), and note that the more participants in a group, the longer this section will take so gauge your available time. Provide an introduction to the article, and the protocol: First Word, Last Word
Read the article and highlight key points. Then select one part to comment about. Participants should select something they are wondering about or agree or disagree with or something that is unclear to them. Model this for them with a think aloud.

12. Task: Read & Discuss Directions for First Word – Last Word:
1st person - Share a selected part
Do not make any comment yet
Everyone else take a turn to respond to selection
Understanding, agreement, or disagreement
Last Word: Now you share your Comment/Thoughts
Repeat for each person’s selection
First person shares the selected part of the article selected (but makes NO comment) Explain that it is important for the first person to just share the portion of the article, but to make no comment about it. This way they can listen to and benefit from the thinking of their group
In round-robin format, each group member will then respond to the selection.
After each group member has commented, the first person responds with their original thinking and how it has been informed or transformed by the group’s comments.
Continue until each group member has had an opportunity to share their selection.
After the group discussion, ask each group to share an insight or big idea.

13. Sharing Each group report out regarding the main idea of the article
The Non-negotiables of Academic Rigor
How does this article contribute to a discussion of rigorous curriculum?
Have participants individually do a quick write …based on 4 questions (linked to the rubric in the article). Provide about 4 minutes.
FACILITATOR: present the first question/direction and facilitate a round-robin sharing.
Then show the next question/prompt and facilitate another round-robin sharing.

14. TASK: Considering Rigor
Examine the rubric
Discuss the rubric (row-by-row)
CHECK where is most effective teacher?
CHECK where is least effective teacher?
Distribute the handout Rubric for Gauging Teacher Progress Toward Implementing Rigor:
SAY: A rubric can serve as a tool that ensures that students demonstrate their learning. A rubric assesses student learning and provides feedback. We can apply the same concept regarding teacher’s rigor in classroom by using a rubric to effectively communicate expectations and evaluate progress. Blackburn says teachers first have to know what rigor is and how that looks in their classrooms. This rubric is designed to help teachers think about how effectively they are in implementing rigor. It can be used to engage teachers in self-assessment.
Consider one of your “most effective” teachers. How do you think they would rank on this rubric? “CHECK” the place on the rubric that best describes that teacher’s progress (in all three aspects/rows).
Next consider one your “least effective” teachers. How do you think they would rank on this rubric? “CHECK” the place on the rubric that best describes that teacher’s progress (in all three aspects/rows).
Next think about your teachers collectively, how well is your school progressing? “STAR” the place on the rubric that describes the collective group (in all three aspects/rows).
Provide a rationale for each rating.
Next choose ONE area (curriculum, assessment, or instruction) that needs the most attention in order to IMPROVE the implementation of rigor at your site.

15. TASK: Considering Rigor
Rigor must be present in 3 aspects…
Curriculum (the What)
Assessment (the Evidence)
Instruction (the How)
Using the rubric and your knowledge of your school, complete column #2 of the handout
For each row, identify the agreed-upon “collective level” of rigor in your school
List level (1-3-5)
cite evidence
Review with the group, the three basic aspects of rigor:
Curriculum (the What), Instruction ( the How) and Assessment (the Evidence).
Distribute the handout: Implementing Rigor in My School
Come to an agreement on WHERE your school is at this time in each aspect of rigor.

16. TASK: Next Steps Summarize steps on handout
As a group, brainstorm how to improve rigor (or specific steps of implementing higher rigor)
Curriculum
Assessment
Instruction
Summarize steps on handout
Working as a table group,
AFTER discussion participants should complete the NEXT STEPS column

17. TASK: Collecting Evidence
How will you know that the steps are being implemented?
What would you observe in the classroom?
What might you collect to “track” implementation of your steps
Summarize your evidence on handout
Working as a table group,
AFTER discussion participants should complete the EVIDENCE TO COLLECT column

18. Sharing – Each Group Choose a reporter Select ONE area (row) Share
Current reality
ONE step for improving
ONE evidence piece
Facilitate whole group sharing as presented on the slide

19. Closure for this Segment
Consider the Guiding Questions
create the conditions & opportunities for staff to discuss rigor?
improve rigor in your school?
Use column labeled “Strategies/Ideas”
Connect today’s work with the “Research-Based Critical Behaviors.”
List at least THREE things per box
Explain that we will be using a discussion technique, ORID. ORID stands for:
Objective – the facts
Reflective – the feelings
Interpretive – the significance
Decisional – the action
Explain that this process can be used to discuss any content with their faculties and we will apply it to the topic of rigorous curriculum.
Talk through the process. They will be given a set of questions moving through each of the parts of the ORID. The first question is objective, which allows everyone to share a fact or an idea from the article. It is important that everyone have an opportunity to respond to the first question. If not, the discussion is more difficult to enter later and the more talkative personalities can dominate.
After the first question, participants do not have to respond in any particular order. It is helpful to record responses to the decisional question.

20. Conclusion and Development of an Action Plan
Review the following…
Targeted Objectives
Next Steps
What additional data do you need?
Who will you involve in process?
What resources do you need?
Action Plan
Do what?
By when?
Review the Targeted Objectives and Research-Based Critical Behaviors.
Connect each item to an activity that was designed to develop participants’ understanding and application of that critical behavior, guiding question, and/ or objective.
Ask participants to REVIEW what they have learned through this workshop (notes in the column labeled Ideas/Strategies).
Facilitator: Participants were asked to make notes in this column at the closure of each segment. Ask participants to ensure they have recorded 2-4 most significant learnings / confirmations per critical behavior (row).
Optional Pair Share: Ask participants to refer back to the column label Current Reality, and describe how their comprehension of the research-based critical behaviors has grown.
Now ask participants to complete the last two columns of the Action Plan. Explain to participants that they are to describe Next Steps by answering all three questions and then record their Action Plan by describing who will do what by when. FACILITATOR: Principals who are provided a leadership coach will be engaged in follow-up conversations about the workshop and action.
Encourage participants to take out their calendars and list deadlines on their calendar.
Suggest that after completing each column, participants review their Action Plan form horizontally to ensure ideas are connecting.
ALSO, suggest that they review their action plan to ensure it includes measurable/observable actions.

21. Workshop Closure In table groups (in a round robin format):
Share one new learning and describe how you will apply it in your job…
NO REPEATS!
Directions for TASK: Specifically share one new idea / concept that you learned from this workshop that will take you, as an instructional leader, from your ‘current reality’ toward your ‘desired state’ in communicating / gathering faculty input on improving curriculum rigor on your campus.

22. Please complete “Participant Feedback”
Workshop Closure
THANK YOU
Please complete “Participant Feedback”