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What does “setting high expectations and standards” mean to you?

Setting high expectations and standards means properly
evaluating the current conditions in which I want to improve and developing an
action plan which addresses the scenario. I am always developing an action plan
to improve current conditions.  I set
goals and communicate those openly in my environment. It has been beneficial
for me to communicate my expectations and anticipated results to all stakeholders.
When I communicate my expectations clearly I can have open and honest
conversations on a range of levels which provide a better understanding of the
meaning and purpose of larger goals.
When I have set high expectations from the very
beginning I have raised the bar of anticipated performance from the very
beginning. I have found in education that communicating goals allows students,
faculty and staff to feel as though they have been made aware of the agenda of
the organization and not only are they a part of the process but are also key
contributors in the process. This allows for all to be focused on several key
goals and helps develop buy in from others.
Holding others accountable to the standards that I
have set has helped provide consistency. When asking others to have accountability
it has been important to have clear expectations so the highest standards can
be met. It is also important to have accountability for the important benchmarks
in the process of setting high expectations and standards. To reach short and
long term goals groundwork needs to be established which expresses desired
outcomes.  I have always made my
benchmarks realistic and scaffolded to match my long range goals.  This has allowed me avoid critical setbacks
and better define problematic scenarios before they become larger issues.
Creating realistic benchmarks helped me hold others
accountable for the desired standards and outcomes. My creation of realistic
benchmarks helped me communicate clear reminders of the consistency necessary
to create a quality product. In our modern education system benchmarks and
standards provide a way to assess student progress in key content areas. The
ability to monitor how learning goals are met is critical to evaluating student
learning and teaching effectiveness.
In my experience, when expectations are
set high individuals achieve more and work to their potential. This is
especially true with technology education as there is usually a lot of work
before visible results.  It is critical to set high expectations but also to
make others feel as though they can reach them by being supportive and clear
about the steps to meet them.  When
setting the expectations I try not letting others feel as though they may fail
but to create the best result they can produce.
In my experience integrating technology into
classrooms the settings of high expectations means already having a solid
groundwork of skills I expect that students and the teacher to possess.
Technology in the core of the lesson or unit can be represented as software, tools
or an interactive experience. When these components are integrated into the
core lesson it becomes the mission of the teacher to engage students with the
development of fluency using the tools and a product which is a result of the
experience or these components. The level in which the learning environment is
transformed by the engagement of students and acquisition of skills in
purposeful expressive ways represents the range of outcomes and surpassing
existing benchmarks and meeting high expectations.
I have always placed a high priority on
high level interaction with technology and media. Each student must extract
from the experience of using technology a beneficial experience, acquisition of
a new tool or increased fluency of technology skills. Each experience must be
designed to scaffold learning of known tools and have a meaningful impact on
the negotiation of knowledge by the student.
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