The Great Expectations® (GE) teaching/training model is guided by six basic principles (Tenets). These Tenets provide program training and implementation guidelines and serve as standards for evaluating GE schools/districts. The Tenets are as follows:

1. High Expectations - Teachers must hold high expectations of students. When students recognize those expectations, they will respond by reaching upward to achieve them. - Robert Rosenthal and Lenore Jacobson

2. Teacher Attitude and Responsibility - Teachers with positive attitudes possess the influence necessary to shape students' attitudes. The teacher's attitude is one of a facilitator of learning who encourages and believes in students and who requires excellence in every detail.  - Haim Ginott, John and Eunice Gilmore

3. All Children Can Learn - All children can learn no matter what labels are placed upon them, whether learning disabled, low socioeconomic status, unstable home life, inner-city, or rural. - William Glasser

4. Building Self-Esteem - Building self-esteem is the key to helping students believe they are capable of learning and motivating them to try.  - Harris Clemes, Reynold Bean, and Aminah Clark

5. Climate of Mutual Respect - Students are empowered to take risks necessary for growth when encompassed in a climate of mutual respect in which mistakes are seen as opportunities to learn and their ideas and efforts are appreciated. The teacher must extend the same respect to students they desire to receive from them.  - Rensis Likert

6. Teacher Knowledge and Skill - The teacher must be knowledgeable and skillful in learning theory and teaching methods that enable students to achieve academic and social success.  - Benjamin Bloom

1. We will value one another as unique and special individuals

2. We will not laugh at or make fun of a person's mistakes nor use sarcasm or put downs

3. We will use good manners, saying "please," "thank you, " and excuse me" and allow others to go first

4. We will cheer each other to success

5. We will help one another whenever possible

6. We will recognize every effort and applaud it

7. We will encourage each other to do our best

8. We will practice virtuous living, using the Life Principles

1. Educators and learners model desired behaviors and attitudes such as those set forth in the Life Principles and the Eight Expectations for Living.

2.  Educators and learners speak in complete sentences and address one another by name, demonstrating mutual respect and common courtesy.

3. Learners are taught thoroughly and to mastery, ensuring success for all. Whole group instruction is interwoven with flexible group instruction and individual instruction.

4. Learning experiences are integrated, related to the real world, reviewed consistently, and connected to subsequent curricula.

5. Critical thinking skills are taught.

6. The environment is non-threatening and conducive to risk-taking. Mistakes are viewed as opportunities to learn and grow.

7. Memory work, recitations, and/or writing occur daily. These enhance character development and effective communication skills while extending curricula.

8. Enriched vocabulary is evident and is drawn directly from challenging writings, informational text, and/or wisdom literature.

9. The Magic Triad, a positive and caring environment, and discipline with dignity and logic are evident.

10. Learners’ work is displayed in some form. Positive and timely feedback is provided through oral and/or written commentary.

11. Word identification skills are a foundation for expanding the use of the English language.

12. Learners assume responsibility for their behavior. Their choices determine the consequences.

13. A school, class, or personal creed is recited or reflected upon daily to reaffirm commitment to excellence.

14. All learners experience success. The educator guarantees it by comparing learners to their past performance, not the performance of others. Learners are showcased, and past failures are disregarded.

15. Educators teach on their feet, thus utilizing proximity. They engage learners personally, hold high expectations of learners, and should not limit learners to grade level or perceived ability.

16. Educators and learners employ effective interpersonal communication skills.

17. Educators and learners celebrate the successes of others.