1. Dr. Timothy Mitchell Rapid City Area Schools-Superintendent Principal Student Achievement 11-18-10

2. Report Card Day

3. Learning Targets 1. I have increased my understanding of motivation and the gap between what science knows and I do. 2. I have determined whether I am a Type I or Type X. 3. I have deepened my understanding about utilizing the motivational essential elements in my leadership practice.

4. “The Art and Science of Teaching”-Marzano Question #1-What will I do to establish and communicate learning goals, track student progress, and celebrate success? Action Step #3-Have students identify their own learning goals

5. One way to enhance student involvement in an instructional unit is to ask students to identify something that interests them beyond the teacher-identified learning targets Write your own learning target or targets for the presentation today

6. Learning Target #1-I have increased my understanding of motivation and the gap between what science knows and I do. Criteria for Success-Understanding the science of motivation will have a positive impact in my leadership position by:

7. Human operating systems- a set of mostly invisible instructions and protocols on which everything runs

8. Our current operating system is built around external motivators—It does not work and often does harm

9. Motivation 1.0-all about survival Motivation 2.0-external rewards/punishments Motivation 3.0-21 st Century Models

10. When it comes to motivation, there’s a gap between what science knows and we do

11. Carrots and Sticks are so last century. DRIVE says for the 21 st Century, we need to upgrade

12. Seven Reasons Carrots/Sticks Do Not Work: extinguish intrinsic motivation diminishes performance crushes creativity crowds out good behavior encourages unethical behavior creates addictions fosters short-term thinking

13. When Do Carrots/Sticks Work: rule-based routine tasks praise effort and strategy-not intelligence make praise specific praise in private offer praise only when there’s a good reason

14. Reward Intrinsic-Extrinsic If a teacher performs for an extrinsic reward and experiences pleasant feelings, success, it is interesting and they receive positive feedback about their performance they are more likely to move towards an intrinsic motive the next time.

15. People aren’t passive receivers of information-they choose what they want to pay attention to. Skilled leaders use their “bag of tools” to “build stepping stones” for people. No one can “Make” a person become motivated; just as no leader can “make” a person change. The best we can do is to orchestrate circumstances in the environment so a person will be encouraged to do something that will result in his/her learning

16. Motivation-Six Variables-can be orchestrated by the leader to increase the probability that a person will want to learn or will be motivated to learn: Level of Concern Feeling Tone Interest Success Knowledge of Results Rewards

17. Intrinsic Motivation-Four Components: Self-efficacy-a learner’s belief in his ability to succeed in a particular situation Self-regulation-The degree to which a learner actively participates in her own learning pg 16-Moss/Brookhart

18. Intrinsic Motivation-Four Components: Self-assessment-A learner’s act of observing and analyzing his own performance on the basis of criteria and steps to improve Self-attribution-A learner’s own explanations for success or failure that determine the effort she will expend on that activity in the future pg 16-Moss/Brookhart

19. My understanding of the science of motivation will have a positive impact on my leadership position by:

20. Learning Target #2-Determine whether I am a Type X or Type I person Criteria for Success-Complete the Type X or Type I free online assessment at: www.danpink.con/drive.html Good News: Type I’s are made not born

21. Type X and Type I Type I behavior concerns itself with the inherent satisfaction of the activity itself results in professional success and personal fulfillment

22. Type I and Type X Type I almost always out performs Type X in the long run Type I behavior does not disdain money or recognition Type I behavior is a renewable resource Type I behavior promotes greater physical and mental well being

23. Are you a Type I or Type X Take the free online assessment at: www.danpink.com/drive.html

24. Learning Target #3-I have deepened my understanding about utilizing the motivational essential elements in my leadership practice. Criteria for Success-Identify two future leadership actions or steps that will effectively motivate staff to utilize formative assessment with students:

25. Science shows the way- The new approach has three essential elements

26. Autonomy-the desire to direct our lives

27. Autonomy Task-what we do Time-when we do it Team-who we do it with Technique-how we do it

28. When students feel that they understand the criteria by which their work will be judged. They also have a sense of control over their work. Self-Regulation pg 28-Moss/Brookhart

29. Mastery-the urge to get better and better at something that matters

30. Mastery Capacity to see your abilities not as finite Demands effort, grit, deliberate practice Impossible to fully realize Frustrating and alluring

31. Student’s belief that they can be successful at a particular task or assignment is called self- efficacy. Students with self-efficacy are more likely to persist in their work and are poised to be strategic self-regulators. pg 28-Moss/Brookhart

32. Purpose-the yearning to do what we do in the service of something larger that ourselves

33. Purpose Goals that use profit to reach purpose Words that emphasize more than self-interest Policies that allow people to pursue purpose

34. If students understand the learning target but don’t know what qualities will get them there, they are likely to feel discouraged. Students who have clear pictures of the learning target and of the criteria of success are likely to also have a sense of what they can do. pg 28-Moss/Brookhart

35. Ideas for Leaders Try 20 % Time Conduct an Autonomy Audit Use Reich’s Pronoun Test Have a Fed Ex Day

36. Identify two future leadership actions or steps that will effectively motivate staff to utilize formative assessment with students:

37. Want to learn more about the NEW science of Motivation?

38. Two Questions Video: http://vimeo.com/8480171

39. My Sentence: I provide the leadership to create a purposeful learning community that establishes high quality learning experiences for all community members Each Night: Was I better today than yesterday?

40. See Daniel Pink On TED Talks: http://www.ted.com/talks/dan_pink_on_motiv ation.html

41. Subscribe to Drive Times, a free quarterly e-mail newsletter at: www.danpink.com/drive.html

42. Follow Daniel Pink at his Blog: www.danpink.com

43. The secret to high performance and satisfaction—at work, at school, and at home—is the deeply human need to direct our own lives, to learn and create new things, and to do better by ourselves and our world.

44. So we have a choice!! It won’t be easy or happen overnight!! We can cling to old habits or be grounded in modern science!! Commit to transition our leadership practice into a twenty-first century model!!!