What does it look like to hold the bar high in ways that empower rather than overwhelm? In this second installment of our series on The Leadership Academy’s framework, we spoke with our national facilitator, Kendra Washington-Bass, Ph.D., about high expectations. The former teacher, principal, and district leader talks about the risks of “pity pedagogy” and shares what educators can do to build cultures where students and adults alike are expected—and equipped—to succeed.
Q: You’ve shared that experiencing both high and low expectations shaped your path toward education. How so?
As a little girl, it was the high expectations of my family, friends, and community that guided me. They wanted the best for me and from me, with my mother and grandmother being my earliest teachers. They showed me what it meant to stretch myself, work with purpose, and trust that growth comes from consistent effort. Growing up in Harlem, those expectations felt weighty at times. What I didn’t understand then is that I was being prepared to refute and rewrite the narratives that were sometimes placed on children like me: assumptions that overlook strengths, underestimate aspirations, and view circumstances as limitations rather than sources of resilience. My success was not just mine; it was communal, and it meant something to the people who loved me.
But college brought a different kind of expectation. Academic standards were high, but it quickly became clear that for some, those expectations existed on paper and not in practice. Some professors doubted my abilities, even when my work met or exceeded standards. That disconnect showed me something painful and powerful: High expectations are not experienced the same way by every student, and many young people simultaneously carry the expectations of home and the skepticism of institutions.
I became an educator because I knew firsthand how damaging low expectations can be. I wanted every student to feel deeply deserving of opportunities and be equipped with the tools and strategies to succeed, even if the world doubted them.
In my work today at The Leadership Academy, I partner with many educators who share this same commitment, while still grappling with what it looks like to set and hold high expectations in classrooms and schools—not only for students, but also the adults who shape student learning every day.
Q: Our leadership framework defines high expectations as setting ambitious goals for students and adults, while providing the right balance of challenge and support. How do you help leaders understand how this comes to life for students?
The key is support. High expectations without support can feel like punishment, but support without high expectations can be a trap that keeps them stuck rather than helping them grow. Students need both.
As a teacher, I refused to give in to what I called “pity pedagogy.” It’s what happens when adults quietly lower expectations because they assume students cannot handle the challenge. I kept the bar high, believing deeply that if my students knew where the bar was—and if I supported them by showing how to reach it—they would rise. And they did. Consistently.
Support is sometimes misunderstood as rescuing students by reducing rigor. In truth, meaningful support is about offering the right scaffolds so students can stretch, struggle productively, and ultimately succeed. That might look like:
- Anchor charts that model thinking.
- Manipulatives that make abstract ideas concrete.
- Language frames that give students access to academic discourse.
- Videos and real-life scenarios that build relevance and connection.
- Peer models that strengthen collaboration and confidence.
Q: A key part of high expectations is making sure they apply to adults as well. How does that show up in practice?
Too often, high expectations for adults are misinterpreted and conflated with tougher evaluations or a heavier focus on compliance. But it’s not about policing performance; it’s about investing in the growth of the people who make student success possible. That might look like:
- Clear, shared goals that anchor the work and keep attention on what matters most.
- Instructional coaching that provides actionable feedback, helping educators to rethink approaches and grow in their practice.
- Collaborative leadership structures where educators share expertise and problem solve.
- Evidence-driven decision making that requires looking closely at data and student work to understand what is and isn’t working and make needed shifts—even when that means stepping outside of what’s familiar.
Q: In your work with leaders, you say that holding high expectations is a moral imperative for educators. What do you mean?
When we help leaders cultivate environments where ambitious goals are paired with thoughtful supports, we send a powerful message to students and educators alike: “I see your potential, I believe in you, and I will walk with you as you grow.”
And to students in particular, we add a promise: “You belong here, you can do this, and you will not be underestimated on my watch.” This is our duty as teachers and leaders and it’s at the heart of what I believe great leadership looks like.
When educators embrace high expectations, they unlock the brilliance of the students they serve, fulfilling the promise that called so many of us into this work. They help shift the limiting narratives too often placed on students into ones rooted in possibility, so that every young person can rise to who they were meant to be.