Much research has been published in recent times on the qualities of highly achieving or highly effective schools.

One phrase that recurs with mantra-like frequency throughout the various reports is ‘high expectations’.

This tells us something, of course, that good teachers have always known: when it comes to conduct and academic performance, students tend to live up to – and down to – what is expected of them.

While on this topic, it’s important to remind ourselves that expectations are not confined to students. All manner of people have expectations of teachers, principals and systems.

Very high, but realistic, expectations are an essential part of our educational narrative.

Our students, for instance, expect that their teachers will take an interest in them and treat them fairly. They are delighted with and responsive to those who guide and inspire them, develop their potential and catch their imagination.

The parents expect that their children will achieve quality educational outcomes in a climate of safety and friendliness. In addition, they expect that the Catholic school will teach appropriate values and positive ways of seeing the world, and that the religious dimension of school life will be nurtured.

Governments expect schools to demonstrate educational accountability and comply with relevant legislation.

The Church expects Catholic schools to share its mission of spreading the gospel of hope, to develop a religious culture and to work in partnership with parents, parish, diocese and other appropriate agencies and communities.

And within our own profession, we have expectations of ourselves and each other. As members of professional teams, we find that our most authentic achievements grow out of a common vision, shared intentions and collaborative practices. We learn with and from each other, and we rightfully expect our colleagues to support and, where appropriate, to challenge us.

Often the highest expectations we have to deal with are the ones we place on ourselves.

That is why it is so important to cultivate a reflective culture where we all take the necessary time to stand back occasionally, re-balancing our agenda and eliminating unhelpful accretions, so that we can focus our energies on what really matters for our students, ourselves and the communities we serve.

What unrealistic expectations are distracting us from putting our energies into our core work? What are the most constructive ways of dealing with these?