PSEL Connections

The Mission Statement of the Shell Lake School District is to inspire and support each student to thrive and contribute to society through educational challenges, community engagement, and high expectations. In order to inspire and support students, the staff needs to be equipped to do so. The book What Great Teachers Do Differently encourages educators to build connections with students, maintain a positive learning environment, repair damaged relationships, and set high expectations for students and staff. This professional development opportunity supports PSEL Standard 1 in substandard C by “articulating, advocating and cultivating core values that define the school's culture and stress the importance of child-centered education; high expectations and student support; openness, caring, and trust; and continuous improvement.”

The book study What Great Teachers Do Differently promoted a safe and trusting environment for our colleagues to share openly about successes and struggles. Numerous opportunities were available to discuss setting high expectations and building relationships to improve student learning. The importance of reflection and the goal of continuous improvement was stressed. Conversations were honest and professional. As leaders, we communicated regularly with reminders and encouragement. During a Covid peak, we offered participants the option to join via Google Meet. Substandard B speaks to the trust, collaboration, perseverance, learning, and continuous improvement as we looked at what great teachers do differently.

The book, What Great Teachers Do Differently, focuses on always treating everyone with respect. No matter who they are, all students deserve to be respected. In addition, high expectations need to be set for all students to ensure academic success. Todd Whitaker states, “We treat every student with the best students in mind.” However, Whitaker suggests that this practice always begins with great teachers who use best practices in instruction, behavior management, and relationships. Through this book study, educators were able to challenge and encourage each other to consider culturally responsive practices and social justice issues related to treatment and expectations for all our students.

Along with discussing best practices for effective educators, participants of the book study, What Great Teachers Do Differently, were exposed to numerous technology applications such as Flipgrid, Google Drawings, Jamboard, and Google Slides. These tools were used for collaboration, reflection, and communication of ideas in relation to effective pedagogy, relational needs of students, and solid instructional practices.

The book, What Great Teachers Do Differently, promotes the importance of maintaining healthy relationships throughout the chapters. Whitaker states that it’s never about programs, it’s always about people; indeed, the only variable that can be controlled is the teacher him/herself. The teacher is the one who sets the stage for an inclusive, caring and supportive environment. By building and maintaining this healthy environment, students are more likely to find academic success in the classroom. In addition, this book study allowed for teachers to build professional relationships and a support system of caring individuals from a shared experience of learning together.

The foundation of What Great Teachers Do Differently book study was to empower teachers to take ownership of their own learning, to expand their professional practices, and to reflect on their own learning to support continuous improvement. Participants were offered this opportunity without coercion or pressure. As a result of participating, educators created a safe community where we could be vulnerable and open to learning. This book study also encouraged leadership as we shared best practices, experiences, and encouragement for all members to grow their teaching skills.

What Great Teachers Do Differently Book Study was a “faculty-initiated” improvement program. All educators were encouraged to join as an opportunity for collaborative examination of teaching practices. The community culture that developed from this book study crossed lines of content, grade level bands and teaching roles (i.e., specialists or classroom teachers). The trust and open communication that developed among educators, who had not previously known each other, was refreshing and motivating. We feel that this study encouraged a collective efficacy at Shell Lake Schools to become great teachers. While we have seen growth and connections from this one book study, we are eager to see what impact this study has on the culture of our school going forward. After all, as we have raised the bar on student expectations, we feel that we have also raised the bar on teacher expectations of what a community of professional educators can do when given time and encouragement from administration. This sort of experience is not soon forgotten, and we believe it will drive continual improvement in the professional community at our school.

What Great Teachers Do Differently Book Study encouraged teachers to explore the culture of our community from the perspective of the many teachers who are Shell Lake Alumni. Shell Lake has a strong culture and history that is unknown to those not born and raised in the area. This learning community was helpful for outsiders like new teachers and/or teachers who commute to our community. Our conversations were rich in exploring student learning and school improvement. These conversations lead to some strands of expectations that were not immediately understood to all. When delving deeper, the native Shell Lakers shared insights into the community’s culture with the newer or younger members. This professional sharing will support all educators and students as we continue to engage our families and community in the life of the school.

In addition, Whitaker suggests that teachers have the power to respond to parents in a way that diffuses anger. They have the capacity to build good relationships with parents by the way they respond to problems. By saying, “I’m sorry that happened,” no blame is placed on the parent or the teacher. Whitaker also encourages the practice of repairing relationships. This includes our relationships with parents. We set the tone for a positive partnership.

In order to decrease the financial burden for educators wanting to participate in What Great Teachers Do Differently Book Study, we strategically researched book buying options to be fiscally responsible for the district. We optimized money allotted by seeking out used books from a variety of vendors. We managed purchase orders to obtain books for all 26 participants. These physical copies supported the professional practice of note taking and annotating for deeper learning.

We served as agents of continuous improvement by coordinating, facilitating, and collaborating on What Great Teachers Do Differently Book Study. This program was a year-long opportunity to promote improvement by setting high expectations, collaborate on mutual commitments to student learning, and increase our knowledge of how we can motivate all students to be successful.