Table Of Content

a better wa to motivate achievement Many of our low income, minority schools are within 100 points of closing the achievement gap, a prize worth working for no matter how uncomfortable, inconvenient or risky. 32 Lesdership bis summer rend Daniel Fink's ‘book, “Drive: The Surprising (2009) made clear 9 me that ‘hing often operate Below or everyday level ofconscioarnss, rpc the area ofwhy we door dont do what we do. This fnyery important in my Sl my obit to motte eestor tty ne things thet villaccelerteadentlearing. Pink vest set of condition thet sod date back to the 1950, bet most int totions and experts have largely ignored one, described below The other - carota tnd ticks -seemato have won the publicity bate forthe past 0 year. Unfortunately, only in limited set of circumstances, if stall. Yet it long history, poplasty and ‘ommon-tene foundation remain femly ‘tabled. Indeed, mort corporations 25d goveramentisttutone wnincing rey font dily~ and tha, unfortanately i ‘ade schools, Pinkrbook ouineranalternativesctof three ements or conitionthat dosmach Iesterjob of motivating ss intrinsically 0 tephard do oarbet, besaccenfelat what ver we undertake, and do so willingly ‘They are atonomy, mastery and purpose ‘They underpin the acces ores of many organizations, masciany athletes, poli. Ciansand various and sundry genius, 1 Autonomy means tha weave tobe tle todos task without being microm ged and guided every ep ofthe way. We feta heathy doreof pertingon our own, how we accomplish the task, how we ae problems, and how we mths hejourney'o 2. Mastary means we engage in tying to getseally good at something is bated fmt elt that growth and effort inate tlt Ittakes time deliberate tee, guidance, even god instruction, ite worth it. And the journey becomes at important athe ostome ByDonis Par 2. Purpose mesos that he tsk ely Importenttoanitsscautebiggerand more tendaring then wear, worthy ofthe best that wehaveto give, ahigherordergoa ‘Obviously there thre conditions pro Ace the best reslewhen they are inter ated and metal reinforcing. ‘Whatetrackmemortaboutllthisithat coverthe pst decade in thehundred ofl perormingschoolsinwhicht've worked, we Ihave been the mor successful when there thes conditions have bee efectvey cl tivated The approach has provoked high levels of encouragement inepittion, ope, ard work, poitivereltonehip ‘olutions to od problems in some ofthe ‘mortsruglingschoosinthe sate ‘Bad cop, god cop -Atendoflast school yen began toog with typology f contrasting motivators Oneserchartcterzethe old choo of"ear rote and sticks,” while the other lines up ‘more with the newer school of "atonomy, -maseryand purpose (ee char etright ‘Now, im not saying that havent en eng in activities and language elated 10 ‘column one almost impossible fr any ‘of usnotto doo, given the context within which we work. nf, sometimes thnk Ithelpsto let the system” play bad cop (eft ‘olam) while theres of splay good op (eight column). For sure, teat san atten tion-gete! But, unmitigated, it imits the degre to which we can tap into our oven and or colleagues’ most powerful motive: tions and competencies. And that means slower progres for ou students onthe ‘most painful eases, none atl ‘Thisbringsmeto the main theme ofthis article: Keeping or eyes onthe prize. By "prize" mean ou urtet goals and focus ca, For example I routinely push for “ambitious” targets beyond what the tate ad foerl government require. We hoot {or 30-0 points API growth in my schools, not the state's 5 percent We shoot for 40 erent to 60 percent of our ELL students to ‘core Barly Advanced or Advanced onthe (CELDT and at leas 18 percent or more le imate reclsifations ech ye not for thestae’slower AMAOS, ‘Although clear ambitous,publictargets ‘Atypology of contrasting motivators: Carrots and sticks v. autonomy, mastery and purpose ld schoo Nw seo Threat; pressure fear Help & suppor ofering new -know-hows insights pats onthe backs ‘encoaragementshope Punishment sanctions ‘Teaching: earing:refection Change Growth Redoced choice and autonomyin ‘pending hiring, decision-making Judgment; voice: choies engagement Competition Cooperation: calboration Accountability ata analysis reflection with ’no- ‘blame’ tie transparency two ways ‘win corigh or make guns sew targets Constructive stim: deft model suing change; focason weaknesses (theglashaifempty) Descriptive feedback: recognition of strengths nents sep for grow (he glasshalf fal) Compliancelelity Some voice choce latitude; create. iyijudgment guidance & leadership: foceson geting beter; mastery “Mandatory targets (API AYP, AMAO) Ambitions public oss ocaly| “eveoped connected to higher-order purposes supported by data (losing the Achievement pp proportionate eauity ‘between minorities and majorities, higher sores eng better choices ini) cause higher performance, thers anew, higher-order prizenow aslblethat would better address one of Pak’ three rnin motivators purpose. Thats, many of the low-income, minority sehoole now work with are within 10 poi {ng the achievement gap for Hlapanie a ‘ack students with white students in Cal ferns fwe can pl tof hiswoaldbethe Satie ia history that so many minority sehools actually close the achievement 29 ‘or thingeneration files awer-rder oc ver flo uch a scoring 6000 et vement, although sgn “Ads est we tevalize thitaget in ight ofthe upcoming Common Core Standards ote thatthe quality of California current accountability tem athe highesin then tion. Thee are thee eso forth cae 1. Our standards ave been given an “A tating tice in the lat decade by the Ford ham Boundstion (Finn eal, 2008) My “toutes” tell me that the new Cominon ‘Mareh/April202. 33 sae built in large part on average 025-38 API point gain pr yet, estematthetop ofourgeme, And that wil cortent anda many heretoforelow.perlorming, minority mean unprecedented rcces for our most 2.The California Standards Testwasde- schools can cote the achievement gap for _valnerbl chile, 0! ML ‘eloped by EdocationalTestingServicesone ther stadentaby 204 Who wouldniket0 Reternces nt, 8. Dain, M. (ly 2011). The ofthe premier testing organiatonsin the giveth to their student sometime before CounteyandauthoroftheSAT,GREandthe they retire? ln that a higher order “par. D [NAED.to name afew Although maltpl- pose” worth working for howeverinconve- sae of proficiency. Northwest Eval choice theiteme ae written atvaiousler- lent unconwortable or isk? tion Association, Kingsbory Center ‘sof cognitive demand requiring a high Mycautionistomycalleagaeswhowant Portland, OR. ‘degree of higher-order thinking skill to 10 ge too deeply involved im work onthe Fan, C, (2006). The Stat of Stat Stndands. renonout“thebestanseer” {Common Core Standards now Remember, ThomasB. Fordham Foundation: Wash "Final ourewtpoinsfor*profcint” wemaynoterenhavetetbooksortestsby _lngton, DC. accinthetop 10 percent of llother sates the time there standards come online ia Pink, Daniel (2003). Drive: The Surprising (Durante al,201), 2014-15, Thereis precious Title time each Trathabout what Mosiatesus. Riverhead ‘Yen the Common Core and its ases> YH for educators to spend outside of the Books: New York,NY. ‘ments promise tobe moreeaighened but <lassoom in profesional development. If Srhsewehavenow cannes that time begin to distract teachers from Indeed, barring cheating does scm that theijourneytowardmateryfteachingthe Alo 20yews wiht Calta Depasinant ot thekitywhoscorethehighestontheCST are sates exiting standards and arvessments, Ect, Doral Pata mae aconean ‘th onerwho sec oko the mos. then the“prie” ofclsing the achievement duction canst Wi imate Static ‘8p wil certainly be compromise, Seong, eas spent past cat waking ‘Back o our“eesom the pts” Tfwecan ind eat balance between mihundeachiig sho, mas n Calo Tnclading 211-12, we have thee more fcusingon being sucenfl with what we 201 ha works wit ow than Td stl, school yeurswiththecarsentacountabilty have now and our preparation forthe afi mas mae since gash supass sytem in California, That means with an ture, wecan make raniin tothe new cies and eta aout apes. Doctorate in Leadership for Educational Justice increasinly diverse seh : This. program has ielars copa pol svengtheved my R ral leadership skills while ME Giving methetooto | university oF eg ~~ Redlands ‘and oppressions our Suidems experence. | SCHOOL oF Epucatton - Ihave becorea Education + Educational Justice prepar ‘+ Accomplished and committed facuity aera ditret leer (@77) 299-7507 -suantejne | [email protected] Spins Ba Redlands.edu