This workshop begins by clarifying what rigor is and what it is not. It explores the three areas of rigor identified by Barbara Blackburn—environment, instruction, and demonstrated learning—through the frameworks of Danielson (Domains 2 and 3) and Marzano (Domain 1). Administrators engage with tools like Bloom’s Taxonomy and Webb’s Depth of Knowledge through hands-on activities and video analysis of real classrooms. The session concludes with discussions on how administrators can set expectations and provide support for cultivating rigor in their schools.

‍

‍

• Misunderstandings or misconceptions about what true rigor in the classroom means.
  
  
• Inconsistent classroom practices that fail to challenge students at appropriate cognitive levels.
  
  
• Limited administrator capacity to observe, identify, and support rigorous instruction aligned to best-practice frameworks.

1. Identifying and Defining Rigor
   Participants will gain clarity on what rigor looks like in classroom practice and how it connects to Danielson and Marzano frameworks, allowing them to assess and support instruction more effectively.
   
2. Using Practical Tools for Observation
   Administrators will learn how to apply Bloom’s Taxonomy, Webb’s Depth of Knowledge, and “Look Fors” to recognize evidence of rigor during walkthroughs and classroom observations.
3. ‍Supporting and Sustaining Rigor
   Participants will leave with strategies for setting clear expectations, fostering rigorous learning environments, and providing actionable feedback that encourages teachers to elevate instruction.