Day one of the workshop ends around 4pm. Somebody always asks the same question on the way out: "what happens now?" This page is the honest answer, cadence and all.
The cadence, in plain calendar terms
After the last live session, three things run on a fixed schedule for the next twelve weeks. Nothing surprising, nothing hidden.
1. Office hours, every other Thursday, 45 minutes (Class C). A shared video link, drop in, drop out. Bring a lesson, a gate you are trying to write, or a student response you cannot classify. We work through it together on the call, then it goes into the shared library with your name on it (if you want your name on it). Six sessions over twelve weeks. If nobody shows up, we cancel the block and refund the time.
2. A shared gate library, updated weekly. A gate, in our vocabulary, is a small check the teacher writes in advance that decides whether a lesson moves forward. It is closer to a lab-safety card than a rubric. Every gate a workshop teacher writes and consents to share lands in a single library, tagged by subject and grade band, searchable, forkable. The library is teacher-owned. SolutionWright hosts it and pays the bill. We do not gate it, we do not license it, we do not sell derivative curricula from it.
3. A review cycle at week six and week twelve. Ninety minutes each, on video, with the cohort. You bring one thing that worked and one thing that did not. We update the honesty policy language and the gate-writing guide based on what the cohort found. The updated guide goes to every workshop teacher, past and current, in the same commit.
That is it. Three moving parts. On a calendar. In writing.
What the teacher actually does between sessions
The follow-up cadence only produces anything if teachers put roughly two hours a week into it for the twelve weeks. Not eight. Not zero. About two. That is the honest floor, based on how earlier cohorts spent their time (Class E, teacher self-report over the pilot cohort; we do not audit their calendars).
Those two hours are usually spent writing or revising one gate, trying it in one class, and noting in a paragraph what the students did with it. The paragraph is the artifact. It goes on the review-cycle call, and, if the teacher agrees, into the library.
For a longer picture of the work, see The Workshop, What Teachers Actually Do.
What does not happen without teacher commitment
This part matters. Without the roughly two hours a week from the teacher, the follow-up cadence does not produce a usable classroom practice. Here is what specifically does not happen.
- No gates land in the library. The library grows from teacher writing, not from consultant writing. If teachers do not write, the library stays the size it was on day one.
- No revisions to the honesty policy language. The policy improves because a teacher tried it in front of thirty students and reported back. Absent that report, the policy stays generic.
- No local evidence for or against active inference as a learning lens (Class E). The lens is drawn from Parr, Pezzulo, and Friston, 2022. Whether it earns its keep in your building is a question your teachers answer with their own classrooms, or nobody answers at all.
- No handover. At the end of twelve weeks, the cohort is meant to own the practice, not us. If the teachers did not do the work, there is nothing to hand over, and we will say so on the closeout call.
We are direct about this on day one, and again in the first office hours. It is not a scolding. It is a scoping constraint. A workshop plus a follow-up cadence is not a substitute for the teacher's judgment and time. It is a scaffold around them.
The line we do not cross in follow-up
We do not run lessons for teachers. We do not enter classrooms unless the teacher asks and the principal signs off. We do not build gates on behalf of a teacher who did not show up to write them. The library is a record of teacher work. If we wrote it for them, it would be a record of us, and it would not survive contact with real students.
For the full scope of what a partnership does and does not include, see Partnership With Schools, What SolutionWright Does and Does Not Do.
Where to go next
- Book a workshop: /workshop
- What day one of the workshop looks like: The Workshop, What Teachers Actually Do
- The scope and the lines we hold: Partnership With Schools, What SolutionWright Does and Does Not Do