Transcript Day 2, Concerns-Based Adoption Model and Innovation Configuration

Welcome Back
• Review Day 1 Feedback on the Day
• Day 2 Goals
• Getting Organized for Learning: Seasonal
Partners
Tools for Leading Change:
Concerns-Based Adoption
Model
Goals for Today
• Build understanding of the stages people move
through as they use an innovation and the
interventions that help at different stages
• Learn to use the Concerns-Based Adoption
Model’s tools for planning, leading, and
evaluating educational change
Seasonal Partners
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Summer
Fall
Winter
Spring
Seasonal Partners
• Find your Summer Buddy
• Join with another Pair of Summer Buddies
• Sit together at a table
Assumptions:
Concerns-Based Adoption Model
• CHANGE:
 Is a PROCESS, not an event
 Is made by INDIVIDUALS first, then
institutions
 Is a highly PERSONAL experience
 Entails DEVELOPMENTAL growth in feelings
and skills
A Dozen Change Principles
• Review the Change Principles on pages 4 14.
• Identify three you would like to discuss.
• Read and go to the station for your first
choice to discuss.
• Change to next choice when time is called.
Assumptions: Concerns Based
Adoption Model (cont.)
• INTERVENTIONS MUST BE
RELATED TO:
 The PEOPLE first
 The INNOVATION second
Concerns Based Adoption
Model: 3 Parts
• Innovation Configurations (IC)
• Stages of Concern (SoC)
• Levels of Use (LoU)
Concerns-Based Adoption Model
Resource Change
System Team
Probing
I
II
Stages of
Concern
Users and NonUsers
Levels of
Use
Innovation
Configurations
Intervening
Environment
II
I
III
I
I
Leaders’ Role
• Clarify what is
expected
• Assess and pay
attention to where
people are
• Match interventions to
where people are in
the stage of change
Innovation Configuration
• IC is a standardized description of an
innovation that includes:
– Component with a clear description of different
ways of doing the component
– Descriptions are on a continuum from high
quality use to non-use or “unacceptable” use
• ICs clarify and communicate what an
innovation entails and the expectations for
use.
Some Examples
• Turn to p. 116: one component example;
indicator is quantitative--number of units
taught
• Turn to p. 120 & 121: more complex
example; with desired behaviors of students
as the quality measure
ICs Show Variation in Practice
Component:
Use of
Materials
5
4
3
2
1
Reading
• With learning buddy, read pages 110-111
Discuss: Why is it important to have a clearly
defined innovation when making changes in
schools?
• Together read pages 113: Innovation
Configurations as a Concept to top of page 117
Discuss: What is an Innovation Configuration
Map and how might this tool help you?
IC Maps
• Discuss: How can a clear vision of an
innovation serve as a road map to successful
implementation?
• How might you use an IC for visionbuilding? To guide implementation? For
evaluation?
Practice with an IC
• Move into District Teams
• As a Team (or sub teams)
– Identify and agree on an Innovation and one
Component within the innovation that you
would like to map. Use the guided questions
and handout to sketch out your IC.
Questions to Guide You
• What does the innovation look like when it
is in use?
• What would I observe in a classroom that is
using the innovation well? (and not as
well)?
• What will teachers and students be doing
when the innovation is in use?
Create an Innovation
Configuration
• Using the Innovation and Component your team identified:
– Create a partial IC on just one component
– Label the component
– Discuss and document your responses to the questions on the bottom of
page 126.
– Write out your Partial IC on chart paper to share
– If you have time, move on to another component
• As a team, discuss the process of developing your IC. How
did it work for you? How can you use the IC in your work?
Report
• How did the process work? What was
difficult? Confusing? What worked well?
• What questions do you have about
developing ICs?
Reflections
• Personal Reflection
– What insights are you gaining
about how an IC can guide your
work in leading mathematics
education?