Rigor, Reward, and Risk: Learning Leverage during National Board Candidacy

Abstract

Learning leverage is characterized by three interactive dynamics: rigor, reward, and risk. Together, they create uncomfortable yet positive pressure that usually results in teacher learning. The model of learning leverage helps explain why most teachers consider National Board candidacy such a powerful learning experience and provides insight as to why some teachers learn much and others learn little through the experience. The model is applicable to learning experiences other than National Board candidacy, such as teacher professional development, mentoring and induction, and PK-16 classroom instruction.