This literature review examines the concept of high-expectations leadership within educational settings. We analysed 15 studies to explore:
- the notion of having high expectations
- the relationship between school culture and teacher expectations
- key practices related to high-expectations leadership
- enabling and constraining factors.
Findings highlight the importance of a broad concept of high expectations for students that spans across all areas of student development, including academic achievement and behaviour and social-emotional growth. To be truly effective, these expectations must be culturally sensitive and responsive, particularly for ākonga Māori and Pacific students.
The review also demonstrates the crucial role of school leadership in creating a culture of high expectations by setting the tone, modelling standards, and providing the necessary resources and support. A collaborative approach among school leaders, teachers, and communities, underpinned by trust, is essential to ensure every ākonga can succeed. When school leadership, teaching practices, and community engagement are aligned, an inclusive education system can be fostered to enable all students to reach their potential.
While the potential for high-expectations leadership to positively impact student outcomes is significant, several constraining factors must be addressed. Mismatched beliefs between teachers and parents, systemic challenges within education, and societal biases can undermine the effectiveness of high-expectations leadership.
Overcoming these challenges requires a proactive approach from school leaders, teachers, and communities, ensuring that all students, regardless of their background, are given the opportunity to thrive.
Themes from the literature
Findings from the literature are grouped in the report as below, broken down by each research question.
How has the notion of high expectations been demonstrated and defined to date?
- High expectations means trusting, not demanding
- High expectations extend beyond academic excellence
What is the association between school-level expectations and teacher expectations?
- Effective leadership is central to high expectations across a school community
- School culture underpins teacher expectations
- Teacher expectations are mediators of school culture
What are the key practices associated with high-expectations leadership?
- Teaching and learning: Aspirational achievement goals; reaching beyond grades and test scores; a fair and supportive system; a positive school environment.
- Developing self and others: Meeting PLD needs; opportunities for teacher leadership; individualised, personal teacher reflection.
- School management: A collegial staff environment; teacher collaboration; shared vision.
- Engaging with communities: Building trust with communities; developing community partnerships.
- Growing educational networks: Principal networks; relationships between local and district education.
What factors enable and constrain adoption of high expectations in schools?
- Enabling factors: a culture of reciprocal trust; commitment to equity; teacher autonomy in decision making.
- Constraining factors: misaligned expectations between teachers and parents; systemic challenges and financial constraints; societal and institutional biases and deficit-based thinking.
This literature also sheds lights on opportunities for further strengthening existing leadership strategies, programmes, and frameworks in New Zealand. While existing programmes already align with some of the high-expectations leadership practices discussed in this review, there is potential to make these high-expectations leadership practices more specific and explicit by incorporating the framework provided here.
The authors hope that by building on the principles and practices from this review, leadership programmes can better support the development of leaders who are committed to maintaining high expectations and ensuring the success of all ākonga, which will contribute to a more inclusive and equitable educational landscape in New Zealand.