What Works Best: High Expectations

Reflection on the NSW Education 2020 Publication

There are eight ‘What works best’ themes:

-High expectations

-Explicit teaching

-Effective feedback

-Use of data to inform practice

-Assessment

-Classroom management

-Wellbeing

-Collaboration

These are interlinked and support each other.

These are not confined to classrooms and should be implemented as whole school initiatives.

High expectations

What are the major points being made about this ‘What works best’ theme? Name at least two points that stand out strongly to you.

High expectations are linked with higher performance. This includes better attendance, achievement and stronger school leavers. Present for all ages and amongst every type of learner. Positive relationships link with high expectations. Culture of expectations must start early and be evident throughout schooling.

Students feeling like teachers have high expectations of them drops during their middle years at highschool. Having high expectations can support equity. There is a large number of aboriginal students who don’t feel like teachers have high expectations of them.

Curriculum differentiation is effective in supporting good classroom culture, but can be challenging for teachers.

How do you currently promote high expectations in the classroom?

I aim to build positive relationships with my students, by initiating one-on-one interactions. I aim to provide curriculum differentiation by providing learning in written, spoken and visual forms. I also create resources to help scaffold students that require more support.

What do you need to strengthen, adopt or start doing?

I think I need to develop consistency in my expectations at all year levels. I currently have seating plans and clear classroom routines amongst my year 7s and 8s, but am more lenient with my year 9s. As the data shows, level such as 9 year need this more.

What do you need to adapt, change or stop doing?

I need to adapt my approach to year 9, by not only introducing my expectations, but ensuring that I stick to my guns and don’t compromise on the school rules or my own specific expectations.

What questions does this section of the report (What works best: 2020 update) raise for you?

How do I communicate to Aboriginal students that I have high expectations of them?

How do I effectively differentiate for behaviour?

What is something you will try in the next three weeks?

Increase the use of visual cues around school expectations specifically at the beginning of class, then reminding throughout. Have really consistent consequences when expectations are not met.