Module 5 Reflection

Forbes - Rather than money, students have shown that how creative an employee feels when working on a project is the strongest and most pervasive driver.  Rewards that are strictly monetary will stifle the creativity of a project and an employee's unique approach.  Pure monetary gain takes the "interesting factor" out of a job.  

Osterloh and Frey, 2002, Cambridge University Press - Variable play for performance may undermine employees' efforts.

Kohn, A. (https://hbr.org/1993/09/why-incentive-plans-cannot-work).  Rewards do not create lasting commitment.  They merely, and temporarily, change what we do.

Daniel Pink's comments resonated with me.  I have heard research about the negative correlation between incentives and creativity/cognitive engagement several times.  It is interesting to note that industry's foray into pay for performance has not met with the resounding success predicted some 10 years ago and while industry has begun to move away from this scheme, education has become mired in it. I think this is due, in part, to an inaccurate and fully underdeveloped understanding of the job description of a teacher held by the general public and, most unfortunately, our legislators.  

As an administrator in an elementary building, I found one of the most pertinent ways to increase teacher agency (autonomy, mastery, purpose) was to support teachers as they engaged in action research. The impact of determining what was most impacting students' learning, collecting data, choosing a plan of action, initiating that  plan and working with colleagues to work through the plan making professional judgement and adjustments along the way - all in the context of adequate time for discussion, planning, preparation, and expertise - was far and away the most exciting, engaging, motivating year many of our staff members had experienced.  

Because my action research was on their work during those two years, I was able to capture their engagement and learning.  At the end of our yearlong action research, 95 percent (n=22) of the staff agreed that their work with their action research groups provoked their thinking, causing them to change instructional strategies as the year progressed.  Additionally, 82 percent agreed that in their school their voice could be heard through their research, increasing their confidence level and satisfaction.