Implementation Tools

Teachers’ Self-Reflection:
What Do I Expect of Students?

Relationship to framework	A close look at what really goes on in schools and classrooms reveals that instead of an atmosphere of high expectations and a conviction that all students can and should achieve, many of our schools perpetuate deeply rooted cultural beliefs that actually create barriers to student access to and success in postsecondary education. Self-evaluating individual and collective expectations is an important first step in identifying the barriers students experience. It is important for teachers to recognize their own cultural beliefs and understand how those beliefs might affect their pedagogy and their interactions with students. Only then can teachers change their practices and more effectively meet the needs of students.
Purpose	To provide practitioners with information about their expectations for student achievement.
Outcomes	Practitioners will identify their own belief systems and expectations for students.
How to use	The tool is intended to be used by groups of staff members as part of a discussion of their role in preparing students for postsecondary education and the barriers students face. It is a first step in assessing and addressing the development of a common, shared goal that all students should be prepared to go to college.
When to use	Beginning of the planning process During professional development support for staff During discussions between school and outreach practitioners

Directions:

This exercise is designed to help you reflect on the expectations you hold for students.

• Analyze a sample of your own students. Choose students and note their strengths and limitations. You can choose as many students in each box as you like. Often, it is helpful to have more than one “B” student.
• Answer the questions following the table.

Student’s Name	Usual Grade	Strengths	Limitations
	A
	B
	C
	D

Now think about the A student you listed above. Can you imagine yourself ever giving this student a D? If that feels unlikely, explain why.

What might you do if this student suddenly began to perform badly?

Now think about the D student you listed above. Can you imagine yourself ever giving this student an A? If that feels unlikely, explain why.

How might you react if this student suddenly began to turn in A-level work?

Now look over the strengths and limitations of all the students you listed. How do you reinforce these strengths and help your students overcome their limitations?

Implementation Tools

Glossary

High Expectations

Teacher Self-Reflection

Modeling Expectations

Using Data

Data Checklist (in Assess Section)

Academic Support (in Assess Section)

Social Support (in Assess Section)

Academic Support

Curriculum (in Plan Section)

Student Support (in Plan Section)

Student-Level Planning

School and Outreach Together

School and Outreach Relationships

Students in Outreach Programs

Building College Resource Inventory

Social Support

Peer Networks

Mentoring

P-16 Alignment

Collaborative Partnerships

Integrating Partnerships

School - Family- Community

Higher Ed Partnerships

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