High Expectations

What does "high expectations" mean?

The notion of "high expectations" means different things to different people. For many, high expectations are equated with a demand for very hard work - in educational jargon, "academic rigor". Others believe that high expectations are all about raising student self esteem to "believe in themselves" in order to accomplish their goals.

Having high expectations is not all one of these or another.

For our definition of high expectations in D79, we will use the words of scholar and author Lisa Delpit:

In D79 we will: "expect a great deal of our students, convince them of their own brilliance, and help them to reach their potential in a disciplined and structured environment".

Why are high expectations important?

Since pivotal research in the 1960s, educational researchers have known of the importance of teacher expectations on students. This was originally called "The Pygmalion Effect" - the transformation of "ordinary students" transformed into "extraordinary achievers" based simply on how they are treated.

The articles below encapsulate the "whys" in different ways but here are the main common themes:

  • Our beliefs about students and what they can do have a significant impact on their learning and achievement. Research suggests that expectations may be THE most important factor in college completion.

  • Intelligence is not a "fixed" attribute; in the words of Jeff Howard "intellectual development is fueled by effective effort, that is, a committed, focused, and strategic approach to work". That effort is not only the responsibility of the student giving effort; it is an effort put forth by everyone in the school community.

  • In the findings of the Mindset Scholar's Network : "When students hold a fixed mindset, school can be a threatening place because they may be worried about proving their ability or avoiding “looking dumb.” This can lead students to avoid challenges and give up when they struggle. But when students hold a growth mindset, they may experience school as an exciting place to grow, embracing challenges as opportunities to develop mastery."

  • High expectations and rigorous instruction prepare the community for rigor and independent learning. The environment is academically rigorous and intellectually challenging, while also considering the different ways students learn. Instruction includes opportunities to use critical reasoning, take academic risks, and leverage a growth mindset to learn from mistakes. Messages encourage positive self-image and empower others to succeed. (this is directly from the CR-SE Framework, page 15)

  • High expectations are "The belief every child can learn and must have access to all school and community opportunities." (this is directly from the SEF Framework, page 2)

The four readings below will help you to learn even more about why high expectations are so important!

you can't get there from here jeff howard.pdf
Rediscovering the 'Pygmalion Effect' - Education Week.pdf
Education Equity and the Necessity of Having High Expectations _ Edutopia.pdf
Growth Mindset - Mindset Scholars Network.pdf

How do I establish high expectations in my classroom?

Even if you hold high expectations for your students in your heart and in your head, there are concrete things you can do to establish high expectations, communicate them to your students, and support students in meeting them! See below for articles and brief descriptions.

Art and Science of Teaching /High Expectations for All by Robert Marzano

This article asks all of us to conduct an internal inventory of our own expectations for students. We ALL have biases and need to recognize them and how those have an impact on the students we teach. He offers a 4 step process:

  1. Identify students for whom you have low expectations

  2. Identify similarities in students

  3. Identify different treatment of low expectancy students

  4. Treat low expectancy students and high expectancy students the same.

He also has a video on the subject which can be viewed here:

http://www.ascd.org/ascd-express/vol5/522-video.aspx

High Expectations for All - Educational Leadership.pdf

Becoming a Warm Demander by Shane Safir

The notion of a "warm demander" was coined by the author Lisa Delpit. These are teachers who "expect a great deal of our students, convince them of their own brilliance, and help them to reach their potential in a disciplined and structured environment". In this article Shane Safir provides a blueprint for how to become a warm demander, in 4 steps:

  1. Believe the impossible

  2. Build Trust

  3. Teach self -discipline

  4. Embrace failure

The author does not only define these principles, but helps show exactly what these look like in action.

Becoming a Warm Demander - Educational Leadership.pdf

Praise That Makes Learners More Resilient by Alison Master

Expectations are often communicated and reinforced through the things we say to students - especially in the way we praise them. This article provides very specific examples of how to praise students in a way that reflects a growth mindset as opposed to a fixed mindset. Some of the specific tips are:

  1. Highlight student use of strategies and resourcefulness

  2. Emphasize student persistence and the fun of succeeding at challenging tasks

  3. The more praise process you can give, the better.

The article also has very useful charts like the one below.


Praise-That-Makes-Learners-More-Reslient.pdf

Turning High Expectations into Success by David Dockterman

This brief from the Harvard Graduate School of Education emphasizes that just setting high expectations is not enough and provides research based tips to help convert goals to growth.

  1. Believe it's possible

  2. Have a plan for what to do next

  3. Incorporate a feedback mechanism to motivate and guide course correction

  4. Be careful not to confuse goals with the measures of the goals

  5. Be thoughtful about the stakes


Turning High Expectations into Success _ Harvard Graduate School of Education.pdf

Teacher Practice Infographic - Growth Mindset

The Mindset Scholars Network produced an infographic that spells out specific practices teachers can engage in to support high expectations through a growth mindset. It breaks it down into 3 categories:

  1. Skill:Teach strategies for successfully taking on challenging tasks that extend the frontiers of students’ current ability.

  2. Resilience: Create a culture of high expectations and safety that enables students to be resilient academic risk takers.

  3. Assessment: Teach students the real value of assessments and how they can be used for improvement.

Teacher-Practice-Infographic Growth Mindset.pdf

Opportunity or Setback/ Parents' Views on Failure Influences Children's Mindsets About Intelligence by Jess Hennessey

High expectations are NOT just about how teachers view students. It is also about how students and their families view themselves. This resource can help to identify how family mindsets impact student perception and achievement. The main findings are:

  • Some parents focus on poor performance as debilitating rather than what students learn from failure

  • Parent belief about failure affected parenting practices and predicted children's mindset about intelligence

  • Parent responses to children failure can be influenced

Opportunity_or_Setback_Brief.pdf