Dr. Timothy Mitchell Rapid City Area Schools-Superintendent Area 5 Elementary Principals’

Report Card Day

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.

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

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

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

Motivation 1.0-all about survival Motivation 2.0-external rewards/punishments Motivation st Century Models

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

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

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

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

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.

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

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

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

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

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: Good News: Type I’s are made not born

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

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

Are you a Type I or Type X Take the free online assessment at:

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

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

Autonomy-the desire to direct our lives

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

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

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

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

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

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

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

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

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

Want to learn more about the NEW science of Motivation?

Two Questions Video:

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?

See Daniel Pink On TED Talks: ation.html

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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.

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!!!