High Expectations: A teacher’s perspective
By Staci Curry
What do high expectations really mean?
When I was a teacher, I always started the school year reminding my students that they begin class with a 100 average, and their jobs were to maintain that high average as they completed their work. Sadly, I know now that I didn’t really expect every student to maintain a 100 average. And my students knew it. And they didn’t maintain that 100 average. Truly having high expectations goes way beyond verbalization—students, parents, teachers, and administrators must believe that every person in the school is capable of maintaining a 100 average at whatever that person endeavors to do.
Whatever that person endeavors to do, however, must first be clearly stated and thoroughly explained. Opportunity to learn means that every person in the school has the chance to gain all the information needed to learn every skill. So, as teachers and administrators, we must make sure that every person in the school has the opportunity to gain the information, in whatever format works best for him or her to learn the concept—at the level and depth of knowledge that meets proficiency for all. If a teacher or administrator, or even a student or parent, decides “this concept is just a little over this student’s head” and “waters down” the proficiency for that student, high expectations are watered down too.
High expectations are not just academic—strong parent involvement from parents who want the highest and best for their children further increases success. Parents send their “best child” to the school, and the school must provide the best instruction, both academic and extracurricular. The school climate for a school of high expectations creates a culture for learning—where students, parents, teachers, and administrators want to be at school. A culture of high expectations is centered in quality relationships—where students, parents, teachers, and leaders all know each other by name, care about each other, and want only the best for each other.
Just as high expectations go beyond what a student must know and be able to do, a safe climate goes beyond the physical security of the building. Schools must be safe havens, not only for personal security but also for the quest for knowledge. Students, parents, teachers, and administrators need a climate that promotes asking questions—and ensures that “no question is a dumb question” so everyone feels safe in learning new things and continuing growth.
Compassionate education—a culture of high expectations—may seem a bit pie-in-the-sky. But the school that provides every student with the best classroom—the best teacher, the best administrator, the best instruction—will yield the best results. Students will believe that they can maintain that 100 average, and success will breed success.
ABOUT THE AUTHOR:
At the time this piece was written, Staci Curry served as Administrative Operations Director for JBHM Education Group. She joined the company in 2002, filling many roles including Schoolwide Development Specialist, Director of Client Services, and Director of Operations. Prior to arriving at JBHM, Staci worked for the Mississippi Department of Education as Schoolwide Development Director and Title I Specialist. She also taught at the community college and secondary levels for several years. Staci earned a Master of Arts in English from Mississippi State University and Bachelor of Arts in English Education from Mississippi University for Women. She has since returned to the Mississippi Department of Education as School Improvement (1003a) Director.