Establishing high expectations for all learners

1. Establishing high expectations for all learners Elementary Principals Statewide Mentoring Meeting 9.17.12

2. 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

3. Hattie’s Table of Effects

4. 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

5. 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 self-efficacy separately and together contribute to higher levels of achievement.

6. 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)

7. 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?

8. 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.

9. 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

10. 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)

11. 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

12. Think in terms of both teachers and students… • How have you communicated high expectations • Via professional development? • During building leadership team meetings? • During teacher collaboration time? • During 1-1 conversations with teachers? • Other?

13. Take action Take 3 minutes to put into writing what you plan to do to communicate high expectations as a result of your conversations

14. 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