Lately I've been having a number of conversations with other educational leaders on the issue of efforts to improve classroom instruction. These conversations eventually lead to a discussion of how to identify deep, rigorous instruction as opposed to just looking for some sort of base-level compliance.
I am working on a lengthier blog post that will detail a recent strategy that we are using to help administrators and lead teachers who are working to improve the quality of instruction in our classrooms, but for this blog post I want to pose a question to our readers to generate some thought around this issue.
Let's assume that on your campus you are working on implementing a new instructional strategy across the campus. Let's say that your campus has chosen to implement a structured approach to note-taking by implementing the use of Cornell Notes or two-column notes.
How do you, as a campus administrator (or instructional coach/lead teacher) monitor for effective implementation?
How do you monitor for deep, rigorous implementation as opposed to just simple compliance?
Post your response here and in the next few days I will post a strategy that we are beginning to use with our administrators and instructional coaches to address this concern over compliance vs. rigor.
(Note: I know that "rigor" can be interpreted differently by various educators. By "rigor" in the context of this blog post and this discussion, I mean instruction that engages the students in deep exploration of the content at higher-levels of thinking.)