Table of Contents

List of Resources
Foreword
Acknowledgments
About the Author
Introduction
1. The History of “Intelligence”
References and Resources
2. Malleable Intelligence: The Evidence—Attribution Retraining and the Growth Mindset
Data Challenging the Innate Ability Theory
Attribution Retraining
References and Resources
3. Verbal Behavior in Nine Arenas of Classroom Life
1. Calling on Students
2. Responses to Student Answers
3. Giving Help
4. Changing Attitudes Toward Errors
5. Giving Tasks and Assignments
6. Feedback According to Criteria for Success With Encouragement and Precise Diagnostic Guidance
7. Positive Framing of Re-Teaching
8. Tenacity When Students Don’t Meet Expectations
9. Pushback on Fixed Mindset Language and Student Helplessness
References and Resources
4. Regular Classroom Mechanisms for Generating Student Agency
10. Frequent Quizzes and a Flow of Data to Students
11. Student Self-Corrections/Self-Scoring
12. Student Error Analysis
13. Regular Re-Teaching
14. Required Retakes and Redos With Highest Grade
15. Cooperative Learning Protocols and Teaching of Group Skills
16. Student Feedback to Teacher on Pace or Need for Clarification
17. Reward System for Effective Effort and Gains
18. Extra Help
19. Student Goal Setting
References and Resources
5. No Secrets Instructional Strategies That Support Student Agency
20. Communicating Objectives
21. Criteria for Success
22. Exemplars
23. Checking for Understanding
24. Making Students’ Thinking Visible
25. Frequent Student Summarizing
6. Teaching Effective Effort
26. Effective Effort Behaviors
27. Student Self-Evaluation of Effective Effort
28. Learning Study and Other Strategies of Successful Students
29. Attribution Theory and Brain Research
References and Resources
7. Choices That Generate Agency: Voice, Ownership, and Influence
30. Stop My Teaching
31. Student-Generated Questions
32. Negotiating the Rules of the Classroom Game
33. Teaching Students the Principles of Learning
34. Learning Style
35. Non-Reports and Student Experts
36. Culturally Relevant Teaching
37. Student-Led Parent Conferences
References and Resources
8. Schoolwide Policies and Procedures
38. Hiring Teachers
39. Assignment of Teachers
40. Personalizing Knowledge of and Contact With Students
41. Scheduling
42. Grouping
43. Content-Focused Teams That Examine Student Work in Relation to Their Teaching
44. Reward System for Academic Effort and Gains
45. Push, Support, and Tight Safety Net (Hierarchy of Intervention)
46. Quality Afterschool Programs and Extracurricular Activities
47. Building Identity and Pride in Belonging to the School
48. Creating a Vision of a Better Life Attainable Through Learning the Things School Teaches
49. Forming an Image of Successful People Who Look Like Them and Value Education
50. Building Relations With Parents Through Home Visits and Focus on How to Help
References and Resources
9. Conclusion
What Leaders Do
Teacher Preparation
Obstacles
Coda
References and Resources
Appendix A. Case Studies in High Expectations Teaching and Attribution Retraining
Teacher Case Studies
Administrator Case Studies
Appendix B. Levels of Sophistication of Common Planning Time (CPT) Activities
Appendix C. Hierarchy of Interventions
Appendix D. Goal-Setting Experiments
Appendix E. Kristin Allison’s Log
Appendix F. Effort Books: A Bibliography
Index

About the Author

Dr. Jon Saphier is the Founder and President of Research for Better Teaching, Inc., an educational consulting organization in Acton, Massachusetts that is dedicated to the professionalization of teaching and leadership.  He is a recognized expert on supervision, evaluation, staff development, and adult professional culture. Since 1979, he and his RBT colleagues have taught in-depth professional development programs centered on the knowledge base of teaching to educators in hundreds of school districts each year in the United States and overseas.

In 2001, he was appointed a panel member for the National Research Council of the National Academy of Sciences to study the best methods for transferring research knowledge to classroom practice. In 2010 RBT’s Skillful Teacher model was adopted by the country of Singapore as their national program for training beginning teachers.

Beginning in the summer of 2001, Dr. Saphier became a member of the core faculty for aspiring urban principals of New Leaders for New Schools. Additionally, Research for Better Teaching provides training on “Observing and Analyzing Teaching” to KIPP principals and KIPP teacher leaders continuing to the present. /p>

Sloan-Kettering’s annual IDEA Institutes voted him “Best of the Best” for their first 25-year history. Dr. Saphier presents each year at Ron Ferguson’s Achievement Gap Initiative Conference at Harvard. Dr. Saphier has done on-site coaching to over 1,000 principals on instructional leadership.

He has a bachelors from Amherst College, and a masters degree from the London School of Economics. He was a combat medic in Vietnam. After the war he entered teaching and holds degrees in early childhood from Univ. of Mass. and a doctorate from Boston University. He has been a high school history teacher and has taught fifth grade, second grade, first grade and kindergarten. He has been an administrator and a staff developer in an urban K-8 school.

He is an author and co-author of nine books, including The Skillful Teacher in its 7th edition as well as numerous articles. The Skillful Teacher has sold over a half million copies and is the bible of teaching in hundreds of districts around the country. It is used as a text in 60 university teacher preparation programs, including Harvard, Yale, Princeton, Columbia, Dartmouth, Brown, Middlebury and Williams.

RBT designed and trained all administrators on their Professional Growth System in Fairfax Va. late 80s through early 90s, Montgomery County Public Schools late 90s through the present, and 50 other districts nation-wide. RBT provides continued support for Montgomery County’s "Center for Skillful Teaching".

Reviews

"Students and teachers need the language to learn how to support one another in their growth.  High Expectations Teaching provides not only that language, but also strategies to lead student and teachers to an understanding of the potential for improvement."
*Kelly Minick, English Teacher and Instructional Coach*

"High Expectations Teaching is a must read for anyone committed to creating equitable school systems allowing all students, especially students in poverty, educational opportunities for enhancing their lives. Included is a strong research base with practical instructional strategies for creating positive interactions with students, and suggestions for impactful school level policies and procedures."
*Janice Bradley, Author and School Improvement Specialist*

"The techniques in High Expectations Teaching will help us all become better teachers for our students."
*Penn Valley Community College*