We selected this book study in response to a real challenge we are seeing with our students. Many students struggle to stay engaged when learning becomes difficult and often look for the quickest or easiest way to get through an assignment rather than working through the thinking required to truly learn the content. Perseverance, productive struggle, and sustained effort are skills our students need, yet they are increasingly difficult to develop. This book study is intended to help teachers better understand what motivates students to stick with challenging tasks and to reflect on how our instructional practices can encourage deeper engagement, resilience, and ownership of learning. Our goal is to use the ideas from Drive to better support students as they build the habits necessary for long-term academic success.

This professional development course is built around Drive: The Surprising Truth About What Motivates Us by Daniel H. Pink and focuses on how motivation research applies to day-to-day classroom practice. The course looks closely at the shift away from traditional reward-and-punishment systems and toward a deeper understanding of motivation grounded in autonomy, mastery, and purpose. Throughout the study, participants consider how these ideas show up in their classrooms, grading practices, school systems, and overall professional culture.

The course is structured as a five-session book study totaling fifteen professional development hours. Participants complete assigned reading between sessions and come prepared to reflect on the material and discuss how it connects to their own teaching experiences. Each session includes a brief introduction to key ideas, guided reflection questions, opportunities for small-group and whole-group discussion, and time to think through practical classroom applications.

Instruction is designed with adult learners in mind and emphasizes reflection, collaboration, and real-world application. Teachers are encouraged to examine their own practices and consider where external motivators may be limiting student engagement and where intrinsic motivation can be better supported. Discussions are grounded in real classroom scenarios, including instructional strategies, feedback and grading practices, and ways to increase student ownership of learning.

Throughout the course, participants complete written reflections and action planning activities to help move ideas into practice. Each educator identifies specific, realistic changes related to autonomy, mastery, or purpose that can be implemented in their own classroom or role. The final session focuses on pulling the learning together and creating a clear plan for applying the concepts moving forward.

Overall, this course is meant to be practical and directly connected to teachers' daily work. By the end of the book study, participants develop a stronger understanding of motivation theory and how it impacts both students and teachers, and they commit to at least one intentional change aimed at improving engagement and perseverance in learning.