Instructional rigor, cognitive complexity, and the erik m. Francis depth of knowledge framework
Closed State & local contract opportunity Posted
- Solicitation number
- RFP 27-0627E2-055
- State
- New York
- Responses due
Opportunity facts
- Jurisdiction
- NIGP code
- UNSPSC code
Opportunity details come from buffaloschools.bonfirehub.com. Updated .
About this opportunity
Buffalo Public Schools is soliciting proposals for a professional learning partner to implement the Erik M. Francis Depth of Knowledge Framework across the district, with proposals due September 18, 2026.
The scope encompasses strategic partnership in professional learning, job-embedded coaching, leadership development, and sustainable capacity-building systems designed to strengthen instructional rigor by aligning standards, instruction, assessment, and student thinking. The district positions Depth of Knowledge as a framework for designing rigorous learning experiences rather than an isolated professional development topic, with stated outcomes of improved instructional rigor, student engagement, academic discourse, and student achievement.
No estimated contract value, contract term, or incumbent information is provided in the source. No set-asides, preferences, or eligibility restrictions are stated. Evaluation criteria and timeline details beyond the September 18 proposal due date are not specified.
Opportunity text
Buffalo Public Schools seeks a professional learning partner who will strengthen instructional rigor by helping educators intentionally align standards, instruction, assessment, and student thinking through the Erik M. Francis Depth of Knowledge Framework. The District views Depth of Knowledge as a framework for designing rigorous learning experiences rather than an isolated professional learning topic. This Request for Proposal (RFP) seeks a strategic partner capable of providing high-quality professional learning, job-embedded coaching, leadership development, and sustainable capacity-building systems that will improve instructional rigor, student engagement, academic discourse, and student achievement.
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