I just finished reading Chapter 8 (Purpose) of Angela Duckworth’s book Grit in which she delineates the distinction between the way we view our work as either:  a job, a career, or a calling.

Job- a necessity of life

Career- current job as a stepping stone to other jobs

Calling- my work is important…  (I’m adding) and fills me with a sense of purpose

It’s natural to equate our work as teachers to a calling or a sense of purpose. We help people learn and through this improved state of knowledge ultimately improve the lives of others, – undoubtedly important stuff. Most of us remember when the choice to become a teacher filled us with this powerful sense of purpose. Our work feels like a calling rather than just a job. This is a beautiful thing – this sense that the work we do is rewarding because our efforts have the power to help others. We are fortunate that our teaching-calling has so many rewarding benefits that fill us with a great sense of joy and purpose.

I’ve noticed that a sense of purpose is mentioned in most all of the nascent popular research regarding education. In Tony Wagner’s book Creating Innovators he speaks about the importance of play-passion-purpose. Daniel Pink’s book Drive refers to the motivational power of autonomy-passion-purpose. Angela Duckworth references interest-practice-purpose-hope in her book Grit. George Couros references empathy/purpose in his book Developing the Innovator’s Mindset and notes that ultimately all innovation/iteration is motivated by a desire to improve the lives of others which affords the innovator with a powerful sense of purpose. Clearly there is an agreed understanding that a sense of purpose not only motivates us but gives us joy and a strong desire to succeed. So how do we can help our students develop a sense of purpose?

This past school year we used Couros’ Characteristics of the Innovator’s Mindset to help our staff and our students learn more about innovation and to provide students with time to practice innovating and iterating with these important characteristics in mind. Empathy, one of the 8 characteristics referenced by George, was the most popular for both the teachers and the students. It was such a natural trait for students to explore because (I believe) it is natural for kids to want to help others less fortunate than themselves and they are really good at it!

Our students found a sense of purpose and helped others in their community in following ways:

• Helped kids in a homeless shelter celebrate their birthday by providing them with cards and a birthday cake.
• Spent their recess time facilitating a basketball clinic to help other students learn how to improve their game.
• Collected money to help kids afford to attend our town’s summer Park and Recreation Program.

These are just a few of the examples of students exploring a sense of purpose during their innovation time this past school year. They were able to identify a problem, create solutions, face and overcome challenges, and ultimately make connections to improve the lives of others through their efforts. Through these learning experiences they were empowered. They learned that they have the ability to help others with their ideas and efforts and this work gave them a sense of joy.

By providing our students with time to problem-solve, to create, and to cycle through with their purposeful and innovative work we are allowing them to experience the many rewards a sense of purpose delivers.

Our joy of teaching is also a powerful form of modeling a sense of purpose for our students!