Principal Team Editorial

High Expectations

Since the beginning of the year, we have been talking about the importance of High Expectations. As a staff, we discussed how to establish and maintain high expectations around learning and behaviour and, last week, we presented the importance of high expectations at each year level assembly. 

Research evidence clearly articulates that having high expectations is fundamental in supporting students to reach their full potential and there is danger in compromising high expectations by lowering the bar and accepting sub standards of learning and behaviour. At times it’s certainly an easier option, however lowering the bar for students not only hampers their academic and personal development but also impacts the broader educational environment. The detrimental impact of adjusting expectations for students based on their background contributes to a wider achievement gap. As a school we must ensure all students receive the same level of opportunity and have teachers who not only set high expectations but more importantly, believe that all students are capable of meeting and exceeding them. 

The following excerpt is taken from an article published by The Australian Education Research Organisation in December 2023 and synthesises the most recent research regarding High Expectation for Behaviour. 

‘Having high expectations for students’ behaviour offers them hope of success, shows they are cared for, and supports achievement for all (Bennett, 2020; McDonald, 2019). When teachers hold high expectations for students, it can lead to increased effort from the students (Goss et al., 2017). If a student isn’t completing a learning task because they say it’s too hard, instead of demanding its completion and outlining the consequences for non-compliance, teachers can discuss these concerns and provide the support needed so the student can complete it successfully (Sarra et al., 2018). Setting high expectations for students increases the likelihood that students will meet or exceed those expectations as they encourage students to learn, take responsibility for their actions and understand the consequences of their behaviour (Australian Government Department of Education, 2023; Wong & Wong, 2018). High expectations are also associated with positive outcomes, such as improvements in behaviour, self-esteem, motivation, attendance and academic achievement (Centre for Education Statistics and Evaluation [CESE], 2020).’

As a parent, I’ve been spending time reflecting on the importance of high expectations for behaviour and the challenges of maintaining them. At times, it’s tempting to take the easier road and give in or not follow through with a consequence or a hard conversation however, I know that if I keep changing the goal posts, I’m not only lowering my expectations but I’m sending my kids a message that their mediocre effort is good enough and potentially I don’t believe they’re capable of doing better. 

In a school context, it’s similar. Teachers need to have clear processes and routines that help and support students to reach their potential and meet the standard of behaviour and learning we expect. As a school, we need to ensure our high standards are achievable and that all students are supported to meet them. If students do fall short, which at times will happen, we need to have consistent processes and follow up procedures in place to support students to meet the expected standard next time. 

Earlier this week, I asked some Year 11 students if they think it’s important that teachers have high expectations of them. They not only agreed high expectations were important, but offered a profound insight,  ‘It’s hard for us to be accountable when you know you can slack off.’ 

Term 2 Focus - Ready to Learn Behaviours

This term, our teachers and staff are going to be focused on, not only setting high expectations, but maintaining them.  We will continue with our school wide positive behaviours approach and classroom entry and exit routines, 'Do Now' activities, and correct uniform.

Additionally, we are setting high expectations for being on time and bringing the correct equipment to class. Our expectation is that all students arrive to class on time with a charged laptop, workbook/text book and writing materials. 

We look forward to partnering with parents as we strive to support students to achieve their potential and meet the high standards of behaviour and learning that we know all students are capable of.

Term 2 Parent/Carers Forum

Wellbeing Focus

Each term we run a Parent Forum with a different focus that provides parents and families with the opportunity to meet other parents, give feedback to the Principal Team and engage in a key focus area of the school. 

The first part of this term's Parent/Carers Forum will be an opportunity to meet and get to know the Principal Team and other parents. The Principal Team will then give some key updates before handing over to our Wellbeing Team who will facilitate the session on Healthy Identities. We encourage all parents/carers to come along and engage with us! 

Wantirna College Trivia Night 

All welcome - 6:30pm, Sat 4th May

This will be our big fundraiser of 2024, run by the Parents of Performing Arts committee every two years to raise money for the Performing Arts program.  It's a fun night and I look forward to seeing many of our parents/carers there. 

See the 'Trivia Night' page for more details.

Carrie Wallis

Principal