High Expectations

Schools that establish high expectations for all students--and provide the support necessary to achieve these expectations--have high rates of academic success. Conveying positive and high expectations to students occurs in several ways. One of the most obvious and powerful is through personal relationships in which teachers and other school staff communicate to students, "This work is important; I know you can do it; I won't give up on you." I believe that one of the characteristics that separates marginal teachers from good teachers is their ability to look for childrens' strengths and interests, and then use those as the starting points for learning.

Schools also communicate expectations in the way they structure and organize learning. A rich and varied curriculum gives students the opportunity to be successful in more than just academics. Similarly, teachers who teach to a broad range of learning styles and multiple intelligences communicate that the school values the unique strengths and intelligences of each individual. All students can learn, just not in the same way or at the same rate!

How we group children in our classrooms and schools indicates the expectations we have for them. No matter how well meaning, labels that identify children may be doing more harm than good. It has been my experience that once we label a child, they frequently begin to act in a manner that fulfills the behaviors expected by these labels. Without a doubt, students will require additional assistance to meet the expectations in school. Why can't we just provide the services based on these individual needs without having to label the child?

A final area in which expectations play a role is in motivating students and instilling within them a responsibility for learning. I believe that extrinsic rewards can actually undermine a true love and appreciation for learning. I see this when well meaning parents and teachers reward students when they accomplish something academic. Unfortunately, many of these students develop the attitude that learning is something to tolerate in order to achieve some other gain. It is true that learning can be a means to an end, but if it is to be a life-long endeavor then it must become intrinsically valued.

As an organization, we must hold high expectations for ourselves and our students. I believe that we have made significant progress in establishing new procedures and programs in our school district. However, implementing these programs and procedures is not enough. We must expect these changes to produce the desired results. Accountability for producing significant academic achievement gains is our responsibility as educators. If we are to hold high expectations for our students, then we must begin by holding high expectations for ourselves.