Transcript Implementing Change: Using CBAM

Using CBAM When Planning and
Implementing New Practices
Definition of Concern
“The composite representation of the
feelings, preoccupation, thought, and
consideration given to a particular issue or
task is called concern.”
Hall & Hord, p. 61
Stages of Concern
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One-legged interview
Open-ended concerns statement
Stages of Concern questionnaire
Identifying Stages of Concern
IMPACT
Stages of Concern
SELF
TASK
Expressions of Concern
Stage 6: Refocusing
I have some ideas about something that would work
even better.
Stage 5: Collaboration
I am concerned about relating what I am doing with
what my co-workers are doing.
Stage 4: Consequence
How is my use affecting clients?
Stage 3: Management
I seem to be spending all of my time getting materials
ready.
Stage 2: Personal
How will using it affect me?
Stage 1: Informational
I would like to know more about it.
Stage 0: Awareness
I am not concerned about it.
Hall & Hord, p. 63
One-Legged Interview
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Begin with open-ended questions
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How is it going?
What are you doing with (innovation)?
How do you feel about the “innovation”?
Probe to clarify understanding
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Tell me what you mean by …
Give me an example of …
Advantages
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Interview can take
place anywhere/anytime
(e.g., face-to-face, over
the phone, e-mail)
Facilitator shows
interest and support of
what teacher is doing
Disadvantages

Accuracy
Open-Ended Statement
“When you think about [innovation] what
concerns do you have? Please be frank,
and answer in complete sentences.”
Hall & Hord, p. 68
Advantages
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Concerns written in
teacher’s own words
Concern statement
used any time
Input given by
teachers prior to assist
in planning of workshop
Disadvantages
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Inconsistency in the
length and depth of
completion of concern
statements by different
teachers
Stages of Concern
Questionnaire
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SoCQ - 35-item questionnaire
Valid and reliable instrument
SoC Quick Scoring Device
Technical manual to assist in scoring
and interpreting information
Capability of developing concern profile
over time
Hall & Hord, p. 69; Hall et al., 1979
40
0
Relative Intensity
60
20
0
Awareness
Collaboration
Refocusing
2
Consequence
1
Management
Personal
80
Informational
100
3
4
5
6
Stages of Concern
40
0
Relative Intensity
60
20
0
Awareness
Collaboration
Refocusing
2
Consequence
1
Management
Personal
80
Informational
100
3
4
5
6
Stages of Concern
Interpreting Concern Profile
Identify the peaks and valleys . . .
 Peaks – intense concerns
 Valleys – little or no concerns
Identify potential intervention activities . . .
Interventions
Stage 6, Refocusing
Stage 5, Collaboration
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Stage 4, Consequence
Stage 3, Management
Stage 2, Personal
Stage 1, Informational
Stage 0, Awareness
Respect and encourage teacher interests
Channel their ideas and energies; act on their
concerns.
Provide opportunities to develop skills needed to
work collaboratively
Rearrange schedules so people can collaborate
Provide positive feedback and needed support
 Provide opportunities for teachers to share
knowledge and skills
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Answer specific “how to” questions
Avoid considering future impact at this time
Address potential personal concerns directly
 Implement changes progressively over time
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Provide clear and accurate information
Relate changes to current practices
Involve teachers in discussion and decisions
Give permission not to know
Hall, George, & Rutherford, 1986
Talking Points
Think about planning a professional development
workshop in your district . . .
• How were the teachers’ concerns identified?
• How did the workshop match the concerns of the
individuals?
Comparison of SoC and LoU
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“Stages of Concern (SoC) addresses the
affective side of change – people’s reactions,
feelings, perceptions, and attitudes.”
“Levels of Use (LoU) has to do with behaviors
and portrays how people are acting with respect
to specified change.”
Hall & Hord, p. 81
Levels of Use
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Identify if person is a user or
nonuser . . .
 Three nonuse levels
 Five use levels
Levels of Use
Behaviors Associated with LoU
0 Non-Use
No interest shown in the innovation; no action taken
1 Orientation
Begins to gather information about the innovation
2 Preparation
Begins to plan ways to implement the innovation
3 Mechanical
Concerned about mechanics of implementation
4A Routine
Comfortable will innovation and implements it as
taught
4B Refinement
Begins to explore ways for continuous improvement
5 Integration
Integrates innovation with other initiatives; does not
view it as an add-on; collaborates with others
6 Renewal
Explores new and different ways to implement
innovation
Hall & Hord, p. 82
Assessing Individual’s Level of Use
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LoU Branching Interview
 Quick
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assessment of a person’s LoU
LoU Focused Interview
 In-depth
interview by a certified
interviewer and analyzed using a
specific matrix
LoU Branching Interview
Are you currently looking
No – LoU O, I
for information about the
innovation?
Have you decided to
use it and set a date
Yes
II
User-Oriented
III
to begin use?
No - LoU 0, I, II
Are you using
the innovation?
Yes – LoU III,
IVA, IVB, V, VI
What kinds of changes
are you making in your
use of the innovation?
Impact-Oriented – LoU IVB, V, VI
Hall & Hord, p. 89
IVA
Nothing Unusual
No – LoU IVB, VI
Are you coordinating your use
Are you planning or
IVB
No
VI
of the innovation with others,
exploring making
including another not in your
major modifications or
Yes
original group of users?
replacing the innovation?
No V
Yes – LoU V
Categories for Levels of Use
Knowledge
Knows about the innovation, how to use it, and
consequences of its use.
Acquiring
Information
Sharing
Solicits information in a variety of ways (e.g., resource
persons, printed materials, site visits,
Assessing
Examines implementation as well as collecting and
analyzing data
Planning
Designs and outlines short- and long-term outcomes (i.e.,
aligns resources, collaborates, schedules activities)
Status Reporting
Describes personal level of implementation
Performing
Operationalizes the actions and activities of innovation
Collaborates with others (e.g., sharing plans, ideas,
resources, problem solving)
Hall & Hord, p. 90
Talking Points
Think about teachers in your district implementing new
knowledge and skills . . .
• How were the teachers’ levels of use identified?
• How does the teachers’ levels of use impact student
achievement?
Innovation Configuration (IC) Map
“The IC map is composed of
‘word picture’ descriptions of the
different operational forms of an
innovation or change.”
Hall & Hord, p. 41
Three Key Questions
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What does the innovation look like when it
is in use?
What would I see in classrooms where it is
used well (and not so well)?
What will teachers and students be doing
when the innovation is in use?
Hall & Hord, p. 49
Talking Points
Think about planning and implementing a professional
development program in your district . . .
• Who should develop an IC map?
• What effect does the results from an IC map have on
continuous progress?
Change Facilitator (CF) Styles
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Initiator
Manager
Responder
Initiator
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“push teachers, students, parents, and
personnel in the district office to support
the things that will help students learn,
teachers learn, and the school move
forward.”
“focused on assessment, instruction, and
curriculum.”
Hall & Hord, p. 131
Manager
“do not rush in.”
 “buy time, which they use to study
and learn more about the change and
to consider whether they should have
the school engage in it.”
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Hall & Hord, p. 133
Responder
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“most willing to have others lead.”
“delay making decisions.”
Hall & Hord, p. 133
CF Profile
Concern for People
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Organizational Efficiency
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Strategic Sense
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Social/informal
Formal/meaningful
Trust in others
Administrative
efficiency
Day-to-Day
Vision and planning
Hall & Hord, p. 138
Talking Points
Think about the success of implementing a
professional development program in your district . . .
• What is the principal’s role in successful
implementation of a professional development
program?
• Why is it important to know the CF style?
Principal’s Leadership and Support
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Is the principal an active and enthusiastic
learner?
Is the principal an attentive participant in
professional development activities?
Is the principal open to new ideas and
suggestions?
Does the principal work with teachers to
improve instructional practices?
Guskey, p. 158
Questions About Collegial Support
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Are colleagues engaged in active learning?
Are teachers encouraged by their colleagues to
learn about new ideas and strategies?
Do teachers have opportunities to visit the
classrooms of colleagues and observe their
teaching?
Do teachers often collectively look at student
data?
Guskey, p. 157
Methods of Assessing
Organization Support and Change
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Direct observations
Analysis of district or school records
Analysis of minutes from meetings
Questionnaires
Structured interviews
Personal learning logs and reflective
journals
Participant portfolios
Guskey, p. 173
Concerns-Based Adoption Model
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Stages of Concern
Change Facilitator Stages of
Concern
Levels of Use
Innovation Configuration Map
Hall & Hord, 2001
Methods of Assessing Participants’
Use of New Knowledge and Skills
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Direct observations
Participant interviews or conferencing
Supervisor interviews or conferencing
Student interviews or conferencing
Questionnaires
Focus groups
Implementation logs and reflective
journals
Participant portfolios
Guskey, p. 202
Impact of Training Components
Concept
Understanding
Skill
Attainment
Application/
Problem Solving
Theory
85%
15%
5-10%
Modeling
85%
18%
5-10%
Practice &
Feedback
Coaching
(study groups)
85%
80%
10-15%
90%
90%
80-90%
Joyce and Showers, 1988
Change Facilitator Team
“A key responsibility of all CF Team
members is to continuously let the
implementors know that the
change/innovation is important, that their
efforts to implement it are valued, and
that there will be continuing backup and
support.”
Hall & Hord, p. 157
Change Facilitator Team
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Sanctioning
Providing continued back up
Providing resources
Providing technical coaching
Monitoring
Following up
Change Facilitator Team
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Training
Reinforcing
Pushing
Telling others
Approving Adaptations
Talking Points
Think about the role of the Change Facilitator Team in
your district . . .
• Who are the change facilitators in your district?
• How do they function?
• What are their group dynamics?
References
Hall, G. & George, A. (1999). The impact of principal Change
Facilitator Style on school and classroom culture. In H. J.
frei erg (Ed.), School climate: Measuring, improving, and
sustaining healthy learning environments. Philadelphia, PA:
Falmer Press.
Hall, G., George, A., & Rutherford, W. (1979). Measuring
Stages of Concern about the innovation: A manual for use
of the SoC Questionnaire. Austin, TX: The University of TX
at Austin, Research and Development Center for Teacher
Education.
Hall, G., Newlove, B., George, A., Rutherford, W., & Hord, S.
(1991). Measuring change facilitator Stages of Concern: A
manual for use of the CFSoC Questionnaire. Greeley, CO:
University of Northern Colorado.
References
Hall, G. & Hord, S. (2001). Implementing change:
Patterns, principles, and potholes. Boston, MA:
Allyn & Bacon.
Hall, G. & Hord S. (1987). Change in schools:
Facilitating the process. Albany, NY: SUNY Press.
Hall, G. & Newlove, B. (1987). A manual for
assessing open-ended statements of concern
about an innovation. Austin, TX: University of TX
at Austin, Research and Development Center for
Teacher Education.
References
Heck, S., Stiegelbauer, S., Hall, G., & Loucks, S. (1981).
Measuring innovation configurations: Procedures and
applications. Austin, TX: University of TX at Austin.
Hord, S., Rutherford, W., Huling-Austin, L., & Hall, G. (1987).
Taking charge of change. Alexandria, VA: ASCD.
Loucks, S., Newlove, B., & Hall, G. (1975). Measuring levels
of use of the innovation: A manual for trainers,
interviewers, and raters. Austin, TX: University of TX at
Austin, Research and Development Center for Teacher
Education.
Reflection
3 important things I’ve learned …
2 ideas/thoughts I would like to share with
others …
1 action I will take immediately is …