Charles Kettering stated, “High achievement always takes place in a framework of high expectation.” At Woodward-Granger CSD we are busy building futures for all of our students by personalizing their learning and meeting their unique, individual needs. To achieve at high levels we recognize this work must be conducted in a ‘supportive culture of high expectations’. I often wonder if I can “see’ high expectations when I enter a school or even a classroom. What might be indicators of high expectations in our schools? I think there are some ‘look-fors’ we can observe to determine if a supportive culture of high expectations exist in our buildings.
Instruction occurs from ‘bell to bell’ in classrooms that have a culture of high expectations. It is important for teachers to utilize all the minutes of instruction throughout the entire day. Teachers develop, instruct and monitor a number of practices and routines to ensure there is ‘time on learning’. For instance, these routines can minimize instructional time being lost during transitions as well as guide students during independent practice. Every minute counts!
In a supportive culture of high expectations, students are active and engaged in their own learning. It’s important for students to see value in their education and take ownership in their learning. Teachers can create the conditions necessary for this to occur. Instruction needs to be rigorous and relevant to the students. Students should be allowed to explore high interest topics and show their learning in real, authentic ways. In addition, students should be doing the ‘heavy cognitive lift’ in the classroom.
Accountability is key in developing a culture of high expectations. It’s important that 100% of the students are following 100% of the directions 100% of the time. We work hard to create a learning environment that supports and challenges students on a daily basis. School (and home) is a great place to learn how to be accountable to expectations considering we will spend a lifetime being held accountable as employees in our vocations and citizens in a community.
Last, our messaging to students and the entire learning community contributes to a supportive culture of high expectations as well. Everything we say and do should send a strong message of high expectations to our students. How well we maintain the facilities sends a message. How we interact with one another sends a message. Even what we post on the walls and what we celebrate sends a message. All of our messaging should point to a supportive culture of high expectations.
Woodward-Granger CSD is capable of becoming a premier school district in the metro area. In order to realize this goal, we must continue to develop a framework of high expectations to ensure student performance increases and high achievement becomes the standard. The continuous improvement cycle never ends. It is a relentless pursuit of excellence that requires hard work, determination and a growth mindset from everyone involved. That is exactly what I’ve been experiencing since the first day of school.
Dr. Matt Adams
Superintendent
