It is highly unlikely that any one of us has walked into a school or classroom and heard a teacher say, "I have low expectations for my students." On the contrary, teachers and principals recognize the need to set high goals and provide opportunities and support systems to help students attain at the highest level possible. So, why does research continue to identify too many instances when goals are low and expectations, especially for our most vulnerable students, are lower than what we would want for our own children? Let us consider two critical factors: a lack of emphasis on the importance of professional learning opportunities and too few opportunities for teachers to work collaboratively.
Resetting Priorities
Whenever budgets undergo reduction, far too often professional development is reduced significantly if not eliminated altogether. Can you imagine a physician who does not keep up with the latest medical marvels or technological advances? In time, patients would seek a different doctor who is skilled in advanced medical procedures and treatments. Even now, with all the research that has been disseminated about the power of and need for continuous professional learning for all educators, it is viewed as a luxury.
Simply stated, little priority is placed on advancing educators' skills, even though they have been entrusted with the lives of children. Thus, promising practices, enhanced learning theories, and advanced instructional strategies become a hit-or-miss scattering across our schools. It is no wonder that educators may set low expectations for their students—too often they are just trying to catch up to the daily demands of an overcrowded curriculum, an overemphasis on continuous testing, and a budget that is neither sufficient nor prioritized.
The power of teachers working collaboratively has been demonstrated time and time again across all types of schools and student populations. However, the practice has not been ingrained in the fabric of the majority of schools across our country. Far too often it is left to chance unless a school leader, or a cohort of teacher leaders, identifies time within the packed daily schedule to guarantee collaboration that is focused on student achievement. By pushing and coaching one another, colleagues can identify strategies to heighten goals, support students, boost their confidence, and increase achievement. Just as we encourage students to work collaboratively, we must place a priority on teachers doing so as well.
Talking Students "Up"
One of the country's eminent researchers, Robert Marzano, has spent his career studying the results of effective instructional strategies. Along with other researchers, he recognizes that a correlation exists between high expectations and our interactions with students. When we set high expectations and goals for students, we ask more challenging questions, allow them time to engage in meaningful studies, and provide opportunities to explore topics in-depth.
Schools across the country are now engaging students in defining goals for themselves, and, as a result, students are learning the importance of taking charge of their own learning. Recently, several educators shared amazing stories of such a practice. One teacher told me how one of her students, considered struggling by every metric, wanted to tackle a community problem that she considered too advanced and overwhelming for him. She relayed that it took some effort to cast aside her desire to "talk him down" from such a lofty goal. In the end, he developed an effective presentation to the local city council to convince them to put up a traffic light at a dangerous corner close to the school. Imagine his pride when the city council agreed. Imagine his teacher's surprise when she supported a student who reached further than she thought wise.
