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CCE staff and partner reflections on our collaborative work to create schools where learning is engaging and rewarding, and every student is set up for success.

10 Questions for Educators to Reflect on Their Expectations for Students

What do you believe about kids? What do you believe about learning? Do you always act how you believe?

This list of questions is a tool for reflection and discussion. A fundamental belief at CCE is that all kids are capable of learning to high levels. All kids are capable of deeper learning. This shouldn’t be controversial, but in our work facilitating professional learning, we know from experience that we need to foster our ability to effectively engage people about words and behaviors that run counter to our commitment to high expectations for all.

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Maine superintendent John Davis once asked his faculty, “Are we here for all kids, or just for the willing and able bodied?” There’s only one right answer. The list puts a sharp point on the question of every kid – the way Davis’ question does. We hope this list will galvanize you to join us in standing up the next time you hear something like, "Personalized learning is fine for gifted kids, but ..." or, "Oh, our kids couldn't do that," or, “This is all we can expect from …” We hope this list helps you start reflective conversations about how we can fully act in line with our beliefs.

  1. Has a kid ever surprised you?
  2. Let’s say you do believe that some students may surprise you by improving. Can you look at your students today and know which will be surprising you tomorrow?
  3. A student is sitting in front of you. How do you know whether that student can learn to high levels or not?
  4. How do you know whether or not that student will be able to learn to high levels tomorrow?
  5. Do we ever continue to instruct and assess students using the same methods even when we see a mis-match to student learning styles?
  6. How do you help a low performing student reach higher levels?
  7. Are there times when you think you may have given up on a student and lowered expectations for them?
  8. Is it ever okay to lower your expectations for a student whose home life or background interferes with their success in school?
  9. Are there times when our actions and reactions reveal bias towards the “willing and able-bodied kids?”
  10. Are you teaching every kid, or some kids, or are you teaching the curriculum?

These are pointed and confrontational questions, for sure. However, it is necessary at times to confront assumptions that underlie our colleagues’ work, and undermine our students’ success. Confronting these underlying biases and assumptions can be uncomfortable. These questions bring the discomfort to the fore in order to help us realize that new ways of thinking are required and possible. This is only the beginning of the conversation. Yet, it is a strong beginning, because if we are aware that these conversations are necessary, we can begin to have them. We can begin to align our actions with our belief in high expectations for all students.


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Crucial Conversations on Educational Equity

November 2, 2016
CCE’s District and School Design (DSD) practice area convened recently to discuss strategies on having crucial conversations about race and equity. With educational equity at the core of our work and race at the center of our daily news, we questioned how best to talk about race and equity with our partner schools, district, and educators.
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A Time for Intentional Inclusivity in Our Public Schools

October 19, 2016
Our public schools are a microcosm of the larger society around us. Too often, we as educators try to fend off the outside chatter and focus on the academic work at hand. Dan discusses the important role educators place in creating a counter-narrative to what many of our students are experiencing every day in the world around them, as well as a safe space for them to talk about and make sense of these experiences.
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Guiding Students in Reflection: The Gateway Process at Parker

November 30, 2016
Practice in reflection helps students develop self-awareness. It also sends a message: yes we are giving you grades, but you should also understand yourself as a learner.