By Carol S. Young, Ph.D., Director, Accountability & School Improvement
BCHF’s recent School Leadership Summit, “Aspire Higher: Raising the Bar for Students, Staff, and Self” addressed the theme of high expectations. Clearly, educational research supports the finding that students’ perceptions of what they can achieve determines, to a great extent, what they will achieve. If you believe you can climb a mountain, you are more likely to successfully climb one. If you believe you can conquer Algebra in grade 8, you are more likely to be successful at advanced math work. School leaders who want to move academic achievement forward must foster positive belief. Students and staff must believe they can accomplish grade level or advanced learning standards. They must embrace the motto: “I can do it!”
Following the Summit, we surveyed leaders. One participant challenged us with the comment:
“How do we do this? How do you create a high expectations school?” The leader’s challenge is a valid one. How does a school begin to raise expectations? Students may not be accustomed to cognitive challenges; they may not stick with a difficult problem or assignment. Teachers may be empathetic about students’ prior adverse experiences or trauma, and they may not feel comfortable inserting pressure or challenge in learning activities. When things get too hard, parents may even complain.
In my oh-so-many years in education, I rarely found a cookbook of “How To’s” for any leadership challenge. But many changes rely on one simple ingredient— perspective. In a recent walk in a park in Florida, I encountered the “Wounded Heart Tree.” The tree’s trunk is gouged on one side, the result of a lightning strike or even some sort of collision. The nameplate reminds us that we often view people as broken or irreparable. Walking around the tree, however, you come to the other side, a strong sturdy beautiful trunk. This side of the tree invites you to lean against it, conveying the message, “I am sturdy; I am strong. Just try me.” It has, in fact, weathered several hurricanes.
Schools need to honor the sturdy side of its students, the side that loves escape rooms, video games with higher and higher levels, and music videos with custom lyrics. Schoolwork designed for the sturdy side of students should be presented in the light of cognitive challenge or even “thrill.” Teach students that confusion, disorientation and even discouragement may be the initial reaction to a difficult assignment or problem. But triumph comes with finding our way out, making some false starts or even errors, and eventually finding a solution that works! What a thrill!
A few other ingredients contribute to a culture of high expectations:
1. Grade level learning – All students, even those with disabilities or language learning needs, must be exposed to direct instruction at the level of grade level standards or higher. Students need to see grade level outcomes modeled and demonstrated. Then, they need time to struggle with them.
2. Stretch goals – Our brains like easy solutions. But, like most systems of the body, our brains can be stretched with some exercise. Students need challenge, stretch goals that will deepen their learning or understanding. When students are interviewed about which teachers they most appreciated, they often report that a preferred teacher “gave me stretch goals” or “made me do things I didn’t think I could do.”
3. Teach students to ask questions – Students benefit when they learn how to question what they have read, what they have heard, or what they have seen. Use Socratic circles and teach question formulation techniques (Right Question Institute, 2025).
4. Build student agency – Encourage students to drive their own learning. In many cases, students will expect more of themselves than teachers will. Assignments and experiences with real-life problems, choice and decision-making, or goal tracking add to student agency.
5. Provide support – Students who struggle with learning assignments or experiences need the reassurance that they can get help. Encourage students to figure out problems or assignments on their own. Convey a belief in students’ abilities. Teach or suggest strategies for problem solving, but do not answer a question or complete an assignment for a student. Answering questions for a student contributes to a feeling of helplessness.
All students desire an education that believes in their capacity to establish roots, grow, and show strength. Leaders can grow school capacity for high achievement by focusing on perspectives and mindsets first. The, as one of our school leaders stated, “It should be flattering to a teacher if a student complains about how hard something is.” Demanding work is challenging and joyful. Educators must see our students in their true light, as beautiful, whole individuals. Walk all the way around the tree and you will see.
References:
The Right Question Institute (2025). Teaching students to ask their own questions. Retrieved from Teaching + Learning – Right Question Institute.