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ERIC Number: EJ858802
Record Type: Journal
Publication Date: 2009-Sep
Pages: 3
Abstractor: ERIC
Reference Count: 1
ISSN: ISSN-1529-8957
Adding Rigor
Williamson, Ronald; Blackburn, Barbara R.
Principal Leadership, v10 n1 p60-62 Sep 2009
A school leader's most visible role is the manager of the day-to-day operations of a school. A less visible but far more important role is that of an instructional leader who works with teachers and other staff members to ensure that every student has a high-quality, rigorous academic experience. Ensuring that schools and classrooms are rigorous is complex work that requires paying attention to curricula, instructional effectiveness, expectations, and support strategies. The journey toward increasing rigor in school begins with the purposeful engagement of teachers, parents, students, and staff members in a conversation about the school and how to strengthen its program. There are many obstacles on the road to rigor, but the first is often the lack of consensus about what rigor is. Too often, a punishment-based view of rigor is present. A positive view of rigor takes another form: rigor is creating an environment in which each student is expected to learn at high levels, is supported so that he or she can learn at high levels, and demonstrates learning at high levels. To build a strong foundation for rigorous education, leaders must work with their school communities to develop a shared understanding of rigor. This article discusses four steps to developing a common vision. (Contains 1 figure.)
National Association of Secondary School Principals. 1904 Association Drive, Reston, VA 20191-1537. Tel: 800-253-7746; Tel: 703-860-0200; Fax: 703-620-6534; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A