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Support Families in Positive High-Expectations Schools

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  1. Module introduction
    4 Topics
  2. Introduction to positive high-expectations schools
    17 Topics
    |
    2 Tests
  3. Role of the school team
    15 Topics
    |
    2 Tests
  4. Child and family
    17 Topics
    |
    2 Tests
  5. Why and how of school and community partnerships
    20 Topics
    |
    3 Tests
  6. The influence of parents on a child’s education
    16 Topics
    |
    2 Tests
  7. The role of schools in disadvantaged communities
    18 Topics
    |
    2 Tests
  8. How the school engages parents
    20 Topics
    |
    2 Tests
  9. Honest conversations with parents
    15 Topics
    |
    2 Tests
  10. Strategic conversations with parents
    18 Topics
    |
    2 Tests
  11. Behaviour supports
    19 Topics
    |
    2 Tests
  12. Teaching character strengths
    17 Topics
    |
    2 Tests
  13. Implementation of behaviour model
    19 Topics
    |
    2 Tests
  14. Module evaluation survey
    1 Topic

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The school team role

Believing in the potential of every student allows the school community to celebrate success together. Every member of the school team affects the development of student potential. They accept no excuses for student underperformance or complacency.

School teams must be the first to embrace the ‘No Excuses’ mindset, creating a school community culture that supports each student in achieving their potential. No excuses means the socio-economic background and personal circumstances of students, especially disadvantaged students, are not used to lower expectations or make excuses for lack of achievement. Staff can be sympathetic and sensitive to the challenges facing each student, but they must not allow this to determine the learning ability of the student. 

No excuses
“Highly educated, driven and generally young teachers lead their students in a rigorous academic program, tightly aligned with state standards, that aims to set every child on the path to college. The approach has been dubbed ‘No Excuses’ schooling because founders and staff steadfastly reject explanations from any quarter for low achievement, whether district apologists appeal to demographic destiny or a child’s excuse for failing to complete an assignment.”

Reference: Steven Wilson, ‘Success at scale in charter schooling’, American Enterprise Institute for Public Policy Research, www.aei.org/publication/pubID.29571/pub detail.asp, 2008

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