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As I work with schools across the country, I often hear educators talking about high expectations and rigor. These are buzzwords that everyone agrees are an important part of education. However, as I participate in walkthroughs with principals and debrief what we are seeing, I'm finding that school leaders often struggle to know what to actually look for. They can identify a rigorous text and determine whether expectations around student product are "high" or "low," but seem to miss opportunities to identify key cultural indicators of the presence or absence of high expectations.

It's no secret that students have been shown to achieve more when teachers and society hold high expectations for their achievement and less for those from whom less is expected of them (Jussim & Harber, 2005; Rosenthall & Jacobson, 1968; Tenenbaum & Ruck, 2007). This establishes a considerable hurdle for those children who may have experienced or have been inundated with demeaning, deficit-based messaging that they are somehow unfit, incapable, damaged, or inferior. While we, as educators, have little control over the messaging our students are exposed to outside of school, we carry a great responsibility for communicating nothing less than an unwavering belief in the capacity of each and every student to reach greatness.

As a veteran educator, I know what's on my list of high expectations "look fors," but I wanted to see what other people were saying and seeing. I recently came across a post on Edutopia that perfectly describes my own experience of walking into high-achieving schools and classrooms.
Too often, I walk into a classroom and know immediately if it's an honors class, just by how attractive the walls are or how organized the books on the shelves are. Every student deserves a clean, organized classroom. Every student deserves a structured and engaging learning environment. Every student deserves lessons that are well thought-out and delivered every day. Excellence is a habit that is cultivated. When we model this every day, we communicate to students that excellence is the expectation."
When I am in schools, I understandably experience a variety of learning environments. There are many that have numerous characteristics which clearly communicate high expectations for students in and out of the classroom. As I researched, I wasn't finding much that gets at a visible culture of high expectations. In resources written by practitioners, I struggled to find something that nailed down these specifics. Below is a combination of conversations, observations, and readings I've pieced together to create a list of indicators that school leaders can use to identify areas communicating high expectations in their schools along with some tips to guide improvement in each area.
Time Expectations

Student learning occurring bell to bell - from greeting at door through dismissal.

Smooth transitions between activities with little time wasted.

Students are rarely seen waiting (e.g., students begin reading silently and independently immediately upon task completion between whole-class tasks).

Urgency is communicated through appropriately demanding expectations of task completion.

Tips:

Deliver precise directions in a manner that conveys urgency and values efficiency. This is accomplished by first making sure you have the attention of 100% of students, squaring up, and delivering using your strong teacher voice. Make sure to include words of urgency (e.g., quickly, directly, immediately), a challenging but appropriate amount of time to complete, and what to do upon completion of the task.

Consider ways to incentivize urgency. Explain to students WHY time is of such value and that by saving time they have the opportunity to earn that time back and use it towards something of their choosing.

Participation Expectations

100% of students following 100% of directions 100% of the time (includes both behavioral and academic expectations).

Attendance is high, tardies are low, and systems are in place to sustain and improve time in class/school.

Students are both expected and willing to participate.

Students are actively listening and routinely sharing their thoughts and opinions with and responses to peers.

100% attention on the speaker is a classroom norm.

Risk-taking is additionally noticed where teachers have created a safe environment and built trusting relationships with and among students.

Tips:

Establish the purpose of tracking the speaker and practice. Use precise directions and positive narration during class to ensure 100% of students have eyes and ears on the speaker.

Utilize strategies such as Cold Call, Wait Time, and No Opt Out to set an expectation for active listening and class discussions. Ensure students use sentence stems such as "I disagree because" or "I would like to add on." Teach students nonverbal signals, such as the sign for "I agree," so that they can respond non-disruptively and appropriately to peers during discussions.

Cognitive Lift/ Productive Struggle Expectations

Students are able to articulate what they are learning and why.

Students are doing the bulk of the work and the talking during class time.

Students are using technology to produce as well as consume.

Content, language, and expectations for interactions and student product clearly stretch each individual student. Teachers and students should be able to identify why and how they know this stretch exists (e.g., assessment data, previous feedback, etc.).

Tips:

Ask students the following three questions and ensure they will be able to answer:

What are you learning?

Why are you learning it?

How will you know that you have learned it?

Provide teacher training and coaching in No-Nonsense Nurturing Pedagogical Strategies.

Accountability Expectations

Staff holds both students and themselves accountable for ensuring that 100% of students are following 100% of directions 100% of the time (includes both behavioral and academic expectations) by being consistent in their use of Accountability Hierarchies and Classwide Incentive Systems in class and in common areas. Teachers give feedback and support to each other when these expectations are not met.

Teachers are engaging in Stay in the Game and Restorative Conversations with students consistently.

Teachers consistently follow through with consequences, using a value-neutral voice.

Tips:

Ensure that Accountability Hierarchies are taught, posted, and understood by students. Set aside class time to teach this to students so that everyone is clear.

Determine a system for tracking student behaviors (e.g., clipboard) that all teachers will use.

Provide outlines and/or scripts for Stay in the Game and Restorative Conversations; model those conversations for teachers and provide opportunities for teachers to practice with each other.

Ensure that both Stay in the Game and Restorative Conversations are included as predictable steps in any Accountability Hierarchy.

Verbal and Nonverbal Messaging Expectations

Staff communicates their expectation and belief every student can, will, and must achieve.

Positive messages and character traits and/or core values are communicated in culturally relevant ways in every area of the building.

Rigorous academic and behavioral expectations are clearly, confidently, and consistently communicated.

Excellent work is authentically and regularly acknowledged, celebrated, and shared as models of excellence.

Tips:

Communicate belief in student capability through "yet" vs. "can't" messaging through class discussions, activities, and visuals.

Provide students with specific feedback and next steps in their learning journey (not simply "great job").

Acknowledge students who are meeting expectations (through positive narration) and reserve classwide incentives and praise for those times when students are exceeding expectations.

Raise the bar once students have met expectations. For example, if all students have met the reading log goal for the month, raise it the following month!

Display images, quotes, texts in the classroom(s) and throughout the building that reflect the cultural background and experience of the students and families in your school.

Quality work and exemplars are posted for reference and routinely updated to display a variety of perspectives and skill levels.

Learning Environment Expectations

Teacher, student, and common spaces are clean, neat, text and/or content-rich, and organized.

Materials needed by students and teachers are well cared for, current, relevant, and readily available as needed.

Tips:

Consider making a maintenance list for things you can't handle on your own and developing student jobs in the classroom for materials and shared spaces that need frequent light organization or cleaning.

As a school leader, hold weekly aesthetic walkthroughs with your operations manager or custodial lead to address schoolwide maintenance and cleanliness issues. Add a simple checklist to your classroom or grade-level walkthroughs where you periodically check for class organization and must-haves (i.e., class library has an appropriate number of books).

Set aside time on PD or in-service days to tackle classroom aesthetics.

It is important to recognize that establishing high expectations along with implementing strong systems and routines is only half of the equation for success. No-Nonsense Nurturers understand that rigor without relationships is doomed to fail. Developing a climate and culture of achievement for all is dependent upon the interrelationship between high expectations and building authentic, trusting, life-altering relationships with students.

There are ways school leaders can launch this conversation with teachers and build their own list of "look fors." Begin by asking teachers the ways in which they are sending messages to students that they're dedicated and committed to their success (e.g., "How are you communicating to students that you believe kids are capable of greatness and expect nothing less than their best?"), and look for opportunities to shout-out those teachers who are doing this in demonstrable ways. Over time, convert these teacher-created ideas into a checklist for walkthroughs, to celebrate and incentivize teachers and hold them accountable to message in these ways.

By Richard Frank, CT3 Associate

To read more about Richard's background in education and his dedication to helping teachers become "champions" for their students, click here.

Click below to read posts from Richard on our blog:

Asking the Right Questions - Richard urges teachers to ask questions of their students that will provide them with greater insight into the types of answers their students are looking for.

Essential Summer Reading for School Improvement Leaders, Principals, Teachers, and Staff - Richard lists four texts to help educators intentionally setting themselves up to lead a positive, healthy, and culturally relevant classroom or school.

References:

Jussim, L., & Harber, K. D. (2005). Teacher expectations and self-fulfilling prophecies: Knowns and unknowns, resolved and unresolved controversies. Personality and social psychology review, 9(2), 131-155.

Rosenthal, R., & Jacobson, L. (1968). Pygmalion in the classroom. The urban review, 3(1), 16-20.

Tenenbaum, H. R., & Ruck, M. D. (2007). Are teachers' expectations different for racial minority than for European American students? A meta-analysis. Journal of educational psychology, 99(2), 253.

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High Expectations: What to Look For - CT3

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High Expectations: What to Look For As I work with schools across the country, I often hear educators talking about high expectations and rigor. These are buzzwords that everyone agrees are an important part of education. However, as I participate in walkthroughs with principals and debrief wh

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High Expectations Teaching How We Persuade Students to Believe and Act on "Smart Is Something You Can Get" by Jon Saphier

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Discussion and Supporting Materials

Thought starters

1. How does Ms. Francisco use Bloom's Taxonomy to help students write questions?

2. What can you learn from Ms. Francisco about teaching multiple strategies?

3. How does Ms. Francisco encourage students to use their personal reactions?

School Details

Orange Grove Middle Magnet School
3415 North 16th Street
Tampa FL 33605

Data Provided By:

Teachers

Thristine Edwards Francisco

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Enjoy your first video for free. Subscribe for unlimited access. Have questions about subscribing? Click Here to learn more. Enjoy your first video for free. Subscribe for unlimited access. Have questions about subscribing? Click Here to learn more. How does Ms. Francisco use Bloom's Taxonomy to help students write questions?

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1. How does Ms. Francisco use Bloom's Taxonomy to help students write questions?Ms. Francisco uses Bloom's Taxonomy to help students write questions by having verbs from different levels of Bloom's Taxonomy written on cut out cards. The students were able to pull the cards out of an envelope and use them as questions starters.

2. What can you learn from Ms. Francisco about teaching multiple strategies?

What I can learn from Ms. Francisco about teaching multiples strategies is that you can give the kids different resources and allow them to choose which one works best for them. This allows them to take control of their learning and causes them to think critically about the story.

3. How does Ms. Francisco encourage students to use their personal reactions?

Ms. Francisco encourages the students to use their personal reactions because she asks them to look for things that leads to a reaction inside them. They then use that reaction and turn it into a question using the resources they were given. It takes the power away rom the teacher and gives it to the kids.

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1. How does Ms. Francisco encourage students to use their personal reactions?

Ms. Francisco encourages student to use their observations or notice of how they they think, feel, and respond about a text. She encourages them to turn those thoughts and feelings into a question. When she does this, it allows the students become the teacher for their own learning/reading of the novel. This way, their learning has more impact/and is meaningful to to the student.

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1. How does Ms. Francisco help her students develop higher order questions? Ms. Francisco has her students question the text..this leads to deeper discussions and students to think critically. The text is complex but instead of students shying away they really delve in to the discussion and learn from one another.

2. What do students learn from both writing and discussing questions? The students are taking charge and are owning their learning as they are discussing and learning from each other.

3. How do students test the validity of their questions? Students test their questions by exchanging with one another and making sure that they understand what their peers are asking of them.

4. Why is this step important? This is important because the students are making connections, forming opinions / thinking critically and analyzing. This helps them in the long run to become life long learners

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1. How does Ms. Francisco help her students develop higher order questions?

Ms. Francisco helps her students by creating life long learners. They are learning how to think critically. Her students are also being pushed to the highest level. Finally, they are learning how to struggle with complex text and to handle stress. This will prepare them for when they are older.

2. What do students learn from both writing and discussing questions?

The students learn from both writing and discussing the questions by taking ownership of their learning. It lets them know that their work and opinions matter. I like how it gives them a chance to share what they have learned in a different way.

3. How do students test the validity of their questions?

The students test the validity of their questions asking the questions they create to other students. They apply their learning to others and it gives a different perspective.

4. Why is this step important?

This step is important because they are able to articulate their own ideas and show that their ideas matter. It is important so the students can test themselves and take ownership in the learning. They might understand another student better than the teacher. This is the great way of this strategy, kids teaching other kids.

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Ms. Francisco used many strategies.  The strategies she formulated helps her students in writing higher order questions. She used Costa’s Level of Questioning and connect those questions with the text. Questions such as “What occurs when…? Compare and contrast________to_________.

The students were also able to use verb starters such as contrast, analyze, and predict, list, and judge. She also explained the Frayer model and how this can be very useful.

From watching the video, I have learned the different ways to engage students in conversation about asking higher order questions. I have learned that there is more than one way to get the students to think.

Ms. Francisco encourage the students to use their reactions to the text and turned those into questions.  She motivated the students by giving them a sense of empowerment and pointed out that good readers have questions.

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I did the first video – Writing Higher Order Thinking Questions (https://www.teachingchannel.org/video/developing-better-questions)

THOUGHT STARTERS

1. How does Ms. Francisco use Bloom's Taxonomy to help students write questions?

Ms. Francisco uses Bloom’s Taxonomy during her book study of the book IQBAL. She provides the students with multiple strategies to help the students develop higher order thinking questions. I really liked the idea of a verb starter envelope students can utilize to produce those higher order thinking questions. One part of the video that really stuck out to me was when Ms. Francisco says “good readers have questions they don’t know the answers to”. This statements helps students understand the importance of questions and how it helps you dive deeper into a text to better comprehend. It truly is a critical brainstorming tool.

1. What can you learn from Ms. Francisco about teaching multiple strategies?

I learned a lot and really liked how she provided the PDF resources to use in our own classrooms. I am excited to implement them in the upcoming weeks. I have used Bloom’s Taxonomy and the Frayer Model. Partner work and accountability is also very important. She has partners answer for each other as a type of check-in. The students are also given the opportunity to be the leaders. The power is transferred from the teacher to the students. The teacher is giving them the knowledge and models them empowering them with the power of choice.

1. How does Ms. Francisco encourage students to use their personal reactions?

Students learn best in my opinion when they are in charge of their learning and have the power of choice. The teacher tells them while they are reading look for parts and quotes that stand out to them. Then from that reaction from a question.

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I believe that I have met my goal. On my evaluations, I have been receiving more applying than developing.

2. If so, what did you do to reach your goal? If not, what can you do over the next 2 months to reach your goal?

In order to reach my goal, I have been planning lessons to meet the needs and interests of my high achieving/gifted students. The lessons included more research for students to do. The output of their research has been geared more towards their creative side than anything else. Which, helps, because it gets their interest and holds onto it. They don't become bored with a too easy project.

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The goal that I would like to reflect on is goal #10: High Expectations Environment - Strategies are used which result in students knowing and striving to meet the high expectations.

The way that I ensure my students are using strategies to know and meet high expectations is by making sure they know what is expected.

Afterwards, I reassure them that they can do whatever they set their minds to and much more.

I have been helping my students build the confidence they need to succeed.

I also have my students reflect often. I let my students reflect on what they are learning and make meaning of the lessons. I think this helps with processing new information and reconciling prior knowledge. This allows them to ponder on simple ways for lessons to be extended.

I also post my expectations around the classroom- along with what the rewards they would get for meeting the expectations.

What I would like to do in the future is have the students keep a journal on what they are learning. The goals would be included in the journals. Goals such as "learn 5 sight words by Friday." On Friday, students will then write down all the sight words they have learned. This would be a great way for students to reflect and ensure they are meeting the expectations.

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After reviewing my evaluations this year, none of the observers have noted anything for indicator number 13 involving high expectations 😞

In the class, I have been differentiating projects so the students are responsible for choosing the project that best fits their abilities. I have used differentiated instruction as evidence in my lessons plans. I have also set high expectations when it comes to online assignments. The students who are meeting or exceeding their goals get shouted out and rewarded.

We have also been using high expectations when its come to Leader in Me. The students are learning how to be proactive in their own learning. We have been teaching how to take responsibility for our own actions and putting first things first. The students are showing evidence of this through their schedule making.

I am very glad you have asked us to do this, as it has brought to my attention the items I need to make sure I document over the next 2 months to make sure even if items are not seen, I can show proof that they are being done in the classroom.

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1. Did I meet my goal?

My last submitted walk through was December 18th. As of that date I had an overall score of 2, which I am trying to increase to a 3.  According to the submitted TFETs, I have not met my goal.

2. If so, what did you do to reach your goal? If not, what can you do over the next 2 months to reach your goal?

Over the next two months I am concentrating on further preparing my students for the FSA.  Within the classroom I have incorporated student created anchor charts that review concepts of writing an essay, and I plan to also create anchor charts regarding each reading standard. I especially intend to provide feedback on their assignments at a quicker pace, and provide my students- especially my highs- with more opportunities to go beyond what the standard is asking them to do.  I am also going to encourage more feedback from my students concerning their assignments, in order to ensure that their tasks are challenging enough to ensure gains.  The goal is to create assessment questions that are overall more difficult than the FSA, however not so challenging that developmentally appropriate scores are unattainable.  I will also continue to find opportunities and teachable moments where students are able to employ critical thinking skills off the cuff.

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1.  I’m not sure if I’ve met my goals or not as there are still question marks regarding the final scores for this school year.  However, by my personal standards I’ve satisfied these requirements as much as I was able to.  Personally, I’m not positive if I was able to demonstrate to each observer a level 4 for each goal, but I did my best with what I had.

2. Thankfully, I was assigned some pretty helpful and inspiring videos on ASCD that really helped me better understand ways I can improve on creating an active learning environment.  I plan to use the remainder of this school year to deepen my practice of this goal as much as possible.  However, I am really looking to be sharper in this area next school year.

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My DPP goal involving high expectation is indicator number 13. High Expectations

Environment #13 that strategies are used to ensure coursework, discussions, and/or tasks are

rigorous. My current score for indicator number 13 is a 1/beginning and by my final evaluation I

would like to be at a 2/developing or higher.

My action steps include using Webb’s Depth of Knowledge to generate questions into my

lesson plans. Incorporate more higher order thinking projects that include rubrics that allow

students to be more in charge of their own learning. Ensure my gifted certification is updated on

my teaching certificate. Below I listed some resources that I have used this school year.

Resources

1.

PD IN FOCUS Project-Based Learning and the 21st Century Channel Teaching to the

Rigor of the Common Core State Standards (1 hour) Introduction to High Schools at

Work: Community Connected Learning Practices (2 min) Interactive Lecture (6 min)

2.

Gifted Certification - in process of state approval on certification the courses are

complete.

3.

Book for resources- When Gifted Kids Don't Have all the Answers.

4.

Pinterest - Gifted Board for resources.

5.

Clever Apps- Newsela

Over the school year, I personally believe I have made gains in this DPP indicator

13. I have not reached or exceeded my goal and would like to see more growth in myself

during the fourth quarter. Recently, I have been working with Ms. DeMouy and Ms. St

Lot on Tuesday’s for our lesson plan meeting to create and add more high order thinking

vocabulary and activities into our lesson plans.

Today, I was personally happy with my lesson plan and incorporated high expectations. I

planned a lesson with Pi day using a 530L (third grade text) Pi Day article from Newsela. I had a

printed copy and had the students use the iPads. We highlighted, talked about the “power

words”, quiz and a small writing portion. It was an awesome week to incorporate the Newsela

article because in language arts we are currently learning about author’s purpose and we always

use the acronym PIE (persuade, inform and entertain). At the end, I had the students write about

what part of the “pie” was this article and we talked about how it was both the I and the E part of

the PIE! They had so much fun learning and growing while using HOT skills!

On my Performix, one feedback comment from Ms. St Lot stated “Thank you for having

me in your class. My focus today you maintain a high expectation environment in your

classroom. This is done by providing students opportunities to think critically, to apply content to

real-world scenarios, to give students time to practice content. This was evident in your class

today as students were working in groups completing various math problems. The student

interaction and talk were appropriate and you occupied the room to check it.” I really appreciate

this positive feedback. My scores have mainly been 1’s, 2’s or N/A by the end of the year I

would like to see a 3 or higher. I have been observed twice on this indicator and each time I

grow. In the last couple months of school I plan on self reflecting, observing other teachers

classrooms especially during centers (currently setting one up) and creating lesson plans that

include more higher expectations.

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Yes, I met my goal. I think that having high expectations for your students and  basically just letting them know what you expect from them up front is what helps. Also, being organized and knowing how to manage your class.

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I have received feedback on my high expectations environment DPP goal three times this year and scored two 2s and one 1.

In order to achieve my goal of scoring a 3 I need to give students time to process new information and make connections and have the students turn and talk more.

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-Dewberry

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I have grown in learning how to assign more rigorous work to promote higher order thinking in my classroom. I have been using more third grade leveled text and Newela for reading resources. My class has enjoyed a more higher expectations learning environment.

-Ms.Strickland