Valley Middle School was a Title I school experiencing challenges improving its standardized test score, but it was also a place where kids wanted to be.

I was hired as a consultant at Valley, and when the curriculum coordinator introduced me to the teachers, I saw slumped shoulders and heads hung low. They looked tired and dejected, as if they felt their hard work wasn’t making a difference.

The district review team was coming to the school in a few days, and I could tell from the teacher’s faces that they felt too disheartened to be receptive to my workshop on rigor.

After talking with the curriculum coordinator, I decided to spend time building up teacher morale and motivation instead. As I visited classrooms and talked to students and teachers, it was clear that the situation was better than they perceived it to be. Although the teachers at Valley were experiencing challenges, my observations proved to me that the school was a strong community.

I asked one student, “If you were in charge of the school, what would you change?”

“I could use a bigger locker. But I really like all my teachers,” she said.

Another student said, “I’d make the school closer to my house so I wouldn’t have to walk as far. But I wouldn’t miss a day. I have perfect attendance,” he said proudly.

With these positive comments in mind, I asked the teachers to write down their vision of a successful school year. As they shared their goals, they realized that they all wanted to create an environment where students wanted to learn, improve, and felt cared for. No one mentioned success as measured by standardized test scores.

I told them, “Test scores are important, and there is always room for improvement. But test scores should be the floor, not the ceiling. Every student I talked to wants to be here because they feel like you’re making a difference. Don’t forget – you are good teachers!”

For the next day of the workshop, I gave the teachers a homework assignment. Because the school mascot was a wildcat, I asked the teachers to write each other “Paws of Praise.”

The next day, something was different. Teachers were smiling and there was a new energy in the hallways. One teacher came up to me and said, “With the district review team focusing on all the negatives, I forgot how important it is to pay attention to the positives!”

At the end of the day, the teachers asked me to stay for the district review.

I told them, “You don’t need me to stay here. You are a team. You can support each other.”

The teachers and staff nodded in agreement. Together, they all decided to wear red on the day of the review as a sign of unity and solidarity. It was a great idea. As we said our goodbyes, I reminded them once again to focus on the positives.

A week later, I got a call from the curriculum coordinator. She told me that when the review team walked into the school, their jaws dropped. All the teachers were wearing red and full of confidence. Morale was high, and the whole school was working together as a team. The staff felt like they had regained their power.

A year later, Valley brought me back to do the workshop on rigor. I noticed that this time around the teachers and staff were upbeat and energized. The teachers told me that now when morale starts to dip, they make an effort to encourage each other by reminding themselves that their hard work is both noticed and appreciated.

My experiences at Valley reinforced my belief that while it is important to work on areas that need improvement, the best way to achieve success, measured by test scores or students’ smiles, is to focus on your strengths. As teachers, we have good days and bad. But remember—even on your worst day, you are someone’s best hope.