.

1. David Bollish
Concept Paper
Chadron State College
Fall 2014/Spring 2015
Concept Paper Topic: Teachers and Students: How can we get more students
motivated to learn?
This topic is largely stemmed from not only chapter 7, but also from my current
position in Scottsbluff public schools at the CHOICES alternative program. Schools and
school administrators are facing the ever more persistent issue of how to manage student
disconnect from traditional learning methodologies, as well as managing cultural and
generational changes within today’s students. In addition, increased pressure and
accountability via state testing have increased the demand on schools, and teachers to
perform. One of the evolving solutions to this rising issue is the development and
implementation of alternative or less traditional systems of teaching. This issue requires
progressive and flexible administration to create, establish, and support all students and
teachers as public schools continue to find avenues for ALL students to be successful in
the classroom.
Alternative, Non-traditional, approaches are becoming more and more common in
schools as we continue to see a demand in the work force for students with applicable
skills and or experience, as well as see increased results in student’s participation in their
own educations. For example strategies such as Project Based Learning, Career
Academies, and technical skills continue to be developed and have success for not only
non traditional but traditional learners.

2. Implementation Strategies for Non- Traditional Programs
Schools and administrators are constantly involved in custom designing programs
founded upon the need to reconnect disconnected or high-risk youth back to the public
education system prior to low student performance and or student drop outs. These
programs have a preventive maintenance ideology, and serve as a basic tier two
intervention in many schools, working specifically with counselors and Area Cooperative
Education Services, or ACES, programs around the area. Our particular school functions
as a separate high school but is truthfully a secluded program from the main building and
also utilizes class offerings from the high school and local community college, Western
Nebraska Community College, to meet a variety of student needs.
Administrative situations for these types of programs are difficult and involve a strong
system functioning around rapport and trust with both students and staff. Being that
these programs are often off site and do not have an administrator in the building requires
a strong group of core instructors to manage and defuse situations. In addition, teachers
are also asked to lead and implement PLC’s, and standard building function. In addition,
non-traditional strategies and programs are usually custom fit to particular districts needs
and are relatively new, and there for are a less familiar teaching and learning environment
for all persons involved. Also, due to imminently difficult situations of high-risk
students, off site location, and the general nature of non-traditional instruction the
administration must be able to provide support, relevant professional development, and
also clear and direct objectives and goals while also building a strong autonomous culture
that empowers teachers and students. The ability to provide all three at once requires a
highly skilled multi faceted individual.

3. Implementation and Design
The implementation and design of an alternative program draws heavily on the
following concepts and strategies from our “Undeniable Impact” text.
First, and most importantly, the position and importance of humanity in teaching
is reiterated, “Nothing will transform education if we fail to cherish—and challenge—the
human heart that is the source of good teaching. (Parker Palmer, 2007, p. 3 in Knight p.
8). It is all to often that teachers are overwhelmed with ineffective workshops (Knight,
2007 pg. 6). This being noted it is a sad repercussion that teachers are not able to utilize
the training they receive to benefit the students. Consequently as teachers are
disconnected from teaching strategies so are students disconnected from learning
strategies, resulting in the disconnect for students that drives the need for non traditional
practices that are exciting and address the student as a person holistically.
Next, leverage, as a systemic component is unique strategy that closely relates to
specialized programs with in schools and must come closely behind the conception of the
program. Non-traditional programs struggle to gain traction as there are many
preconceived notions surrounded around the terms “non-traditional” and “alternative”.
However, a small-scaled systemic approach allows the program to gain traction through
success, there fore building creditability. According to Knight on page 13 teachers can
maximize leverage buy focusing on a few vital factors including; content planning,
assessment for learning, instruction and the development of culture and community. Also,
according to Peter Senge in 1990, “Small, well focused actions can sometimes produce
significant, enduring improvements, if they’re all in the right place.” Knight, 2007, p. 13).

4. The third component in program implementation should be simplicity in order to
set those involved up for success from the beginning. Often times change and the
development of new programs can be so large and so encompassing that it begins
overwhelming and paralytic. Simplicity is both a leadership and design tool that allows
for teams and persons to focus primarily on the pertinent factors. Simplicity is utilized to
eliminate distractions in turn allowing for systems to take root and begin to becoming
effective. “Change leaders need to work for clear goals, clear action plans and clear
methods.” (Knight, 2007, p. 13). This point was made clear for change leaders, but in the
case of an additional program, the same is relevant. A new program must have a clear
vision, mission, and goals otherwise the details of development and inevitable change to
come will distract and distort from the end the goal.
Also, identity is a sensitive subject according to Knight and will come with time,
trial, error, success and failure through out the development of the program. He discusses
how teachers find a need to indentify themselves with their work, and their performance,
which can lead to difficult conversations when improvement is needed (Knight, 2007,
p.23). The same is true for schools and programs. If a system is failing or not reaching
some students the conversation must be framed correctly in order prevent morale. Also,
identity is imminently important to a new program, as the precedents set in the first few
years will likely drive the success and direction of the program. There fore, making it
vital for all those involved to communicate and be in touch with direction, goals and
identity.
Finally, motivation, specifically positive internally driven motivation is an X-
Factor for success. Daniel Pink said that goals that people set for themselves and that are

5. devoted to attaining mastery are usually healthy. But goals imposed by others--
…standardized test scores, and so on—can sometimes have dangerous side effects in his
2009 text (Knight, 2007, p. 26). If this true then it is important that those involved in new
programs set goals for themselves and take ownership in the mission and project so as to
create and sustain motivation through the certain hardships of this sort of task. Also Pink
says, “People aren’t motivated by other people’s goals. They are motivated by doing
work that makes a difference.” (Knight, 2007, p.27). Hence it seems imperative that we
treat adults like adults and allow them to find their own natural motivation through the
ownership. A capable group unmotivated group, driven by the chain of command will
likely not have as high of output as the same capable group driven by their own intrinsic
motivations.
Scottsbluff High School Choices Program:
Non- Traditional Approach for SHS At Risk Students
(School Target Implementation Plan)
The primary goal of the Choices program is to provide an alternative opportunity
to many of Scottsbluff’s students. The program targets “at risk” youth, though this term
is often miss guided and loosely used. The clear identity of the program is to help
reconnect disconnected students to education, via alternative forms of assessment,
enrichment opportunities like college courses, mock interviews, internships and college
visits, and a smaller more structured environment. A school target implementation plan
has put into place in order to achieve the following primary goals.
First, Choices aims to provide an alternative and extremely safe setting focused
around relationships with in the building not only between students and staff but also

6. students and peers. In many cases at risk students struggle with anxiety and relationships
making their environment a critical component of their education.
Next, Choices second goal will be quality teaching and instructional programming
to create interest and reconnect students to their education and the opportunities that are
inherently connected to its success. The goal will be to improve students NESA
performance while also preventing potential drop outs do to overwhelming credit
deficiency or huge gaps in learning due to absences, behavior, anxiety, health, etc…The
program will also focus on programming that is relevant and applicable to the students
future goals including both the work force and post secondary options.
Last, the school will function as a tier two-intervention support for the main
building. This support will help to create the most effective and efficient learning
environments for all of Scottsbluff High School’s students. In addition, the tier two
interventions allows students receive the types of supports additional and supplemental
opportunities they are seeking through flexible learning schedules, and individualized
programs geared towards each students short and long term goals.
Knight, J. (2011). Unmistakable Impact. Thousand Oaks, CA: Corwin, A SAGE
Company.