This module, prepared by the Minnesota State Department of Education in conjunction with its school effectiveness program, addresses the concept of teacher expectations. The first section delineates the feedback process involved in teacher expectations and lists nonacademic factors that can adversely influence a teacher's academic expectations for a student. The second section identifies 15 teacher behaviors, in 3 categories, that communicate differential expectations to high and low achieving students: (1) response opportunities (equal chance to answer, individual help, latency, delving, and higher level questioning); (2) feedback (affirmation or correction, praise, specific reason for praise, listening, and accepting feelings); and (3) personal regard (proximity, courtesy, personal interest, touching, and desisting). The third section lists instructional strategies that help sustain high expectations. These include strategies to meet individual differences, close monitoring, minimum standards, emphasis on progress relative to student's past performance rather than comparison with others, and diagnostic teaching. Selected resources, implementation suggestions, and an extensive annotated bibliography are included. (TE)