Establishing high
expectations for all learners
Elementary Principals Statewide Mentoring Meeting
9.17.12
By the end of this segment,
participants will have…
 Examined the rationale for establishing high
expectations
 Generated several ideas and actionable steps for
establishing high expectations
Hattie’s Table of Effects
Rank
Influence
Studies
Effects
ES
1
Student Expectations
209
305
1.44
2
Absence of disruptive students
140
315
.86
3
Classroom behavioural
160
942
.80
4
Quality of teaching
141
195
.77
5
Reciprocal teaching
38
53
.74
6
Prior achievement
3387
8758
.73
7
Teacher-student relationships
229
1450
.72
8
Feedback
1276
1928
.72
9
Providing formative evaluation to
teachers
21
21
.70
High expectations are a mindset
The term self-fulfilling prophecy, coined by Merton in
1948, means that students perform in ways in which
teachers expect. Their performance is based on subtle and
sometimes not so subtle messages from teachers about
students’ worth, intelligence, and capability.
~Sonia Nieto
Key Insight
Student and teacher expectations are inextricably
intertwined.
Students’ belief that they can achieve at high levels leads to
higher achievement; teachers’ beliefs that students can
achieve at high levels leads to higher achievement.
Teachers’ sense of self-efficacy and students’ sense of selfefficacy separately and together contribute to higher levels
of achievement.
Why Expectations?
Expectations shape the learning experience very
powerfully. Merely stating an expectation results in
enhanced performance; higher expectations result in
higher performance. People with high expectations
perform at a higher level than those with low
expectations, even though their measured abilities are
equal.
~Schilling and Schilling (1999)
Consider…
Not only are high expectations critical, but some teachers
fail to realize they have diminished expectations of some
students in the first place.
~Nieto
In reflecting on your own practice…
 Have you thought of the background of your students as
an asset or as an obstacle to be overcome?
 Have you relaxed expectations out of pity or sympathy?
Having the mindset and
implementing, too.
 Having high expectations is not just something you
believe, but something you do!
 Tell and SHOW students (and teachers) you expect the
most from them by aligning your curriculum, objectives,
and instruction to high standards.
 Foster a daily sense of urgency in moving toward and
meeting the goal.
What strategies and tools lead to the
“doing” behind high expectations?
 Establish personal relationships
 Identify and implement structures and schedules that
support high expectations
 Engage students in setting ambitious goals and creating
a plan to ensure achievement thereof
 Be relentless and purposeful in teaching so that
students can achieve their goals
 Reward high achievement and hard work
What strategies and tools lead to the
“doing” behind high expectations?
 Model
 Provide examples of high quality work, high quality
teaching
 Provide feedback
 Use rubrics (teacher performance and student
performance)
How do I avoid unintentionally
reducing expectations?
 Don’t let students convince you to lower standards by
one of the following:
 Delay tactics
 Lobbying to eliminate portions of assignments
 Using after-school or study hall time to have you set up or
simplify problems
 Asking for answers so that they can avoid thinking critically
 Competing commitments – taking actions that work
against your stated values and priorities
Think in terms of both teachers and
students…
 How have you communicated high expectations




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Via professional development?
During building leadership team meetings?
During teacher collaboration time?
During 1-1 conversations with teachers?
Other?
Take action
Take 3 minutes to put into writing what you plan to do to
communicate high expectations as a result of your
conversations
Contact Information
Dr. Matt Adams, Assistant Superintendent, Ankeny Schools:
matt.adams@ankenyschools.org
Dr. Dana Schon, Professional Learning Director, School
Administrators of Iowa: dschon@sai-iowa.org