Transcript Leading Every Day: Effective Leadership for Science and

Afternoon Learning Partners
• Find your Fall
partner.
• Sit together at a
table with
another pair of
Fall partners.
CBAM:
Stages of Concern
Change 5 Things
 Select a partner, stand up facing that person, and carefully
look each other over.
 Turn back-to-back and change five things about your
appearance.
 Turn back to face each other and identify the changes each
partner made.
 Turn back-to-back again and change five more things.
 Turn back to face each other and identify the changes each
partner made.
What did we learn and
experience?
• How did you feel?
– People respond to change differently.
• How many of you took something off? Put something on?
– People think of change as a loss – as having to give up
something rather than to enhance what they are already
doing.
• How many of you exchanged something with your partner or
someone else in the room?
– People think of change as something they have to do
alone.
What did we learn and
experience?
• How many of you ran out of things to change?
– People think they do not have enough resources.
• In what ways were the second changes you made different
from the first?
– People will often change superficially first; only when
deep change is required and supported will it happen.
• Do the second set of changes you made still exist? Or, have
you changed them back to result in your original
appearance?
– Changes don’t remain unless people pay attention to
sustaining them.
STAGES OF CONCERN EXPRESSIONS
IM-
6. REFOCUSING
PA-
5. COLLABORATION
CT
4. CONSEQUENCE
What impact am I having? How can I refine it
to have more impact?
TASK
3. MANAGEMENT
I seem to be spending all my time getting
materials ready.
SE-
2. PERSONAL
LF
1. INFORMATIONAL
0. AWARENESS
I have some ideas about something that would
work even better.
How can I relate what I am doing to what
others are doing?
How will using it affect me?
I would like to know more about it.
I am not concerned about it.
Examples of Concerns
When I think about using problem-based
instruction, I wonder whether I want to
become involved. I might have little to say
about what or how I teach or who I work
with. I’m just not sure how it would fit in
with the way I enjoy doing things, nor do I
know how I’d be expected to change if I
really got involved with this kind of teaching.
Examples of Concerns
Almost every night I wonder if I’ll be able to
locate and organize the materials I will be
using the next day. I seem to encounter
“surprises” every day that cause a lot of
wasted time. I can’t anticipate what things I
will need to requisition in time for the
lessons.
Examples of Concerns
I am teaching the new unit, but some of the
students just don’t seem to be catching on;
they’re just not used to doing problembased learning. They seem out of control,
maybe a little distracted. I wonder what I
can do to help them focus on their work.
Gathering SoC Data
• The One-legged Interview, pp. 145 - 146
• Open-ended Statement, pp. 146 - 147
• The SoC Questionnaire, pp. 147 - 148
Open-ended Statements
• At your tables, read and score the concerns
statements for Teachers A through E.
• Consult SoC Definitions: page 140
• Identify the most common or prevalent
concern for each teacher.
• Report Out
SoC Questionnaire
• 35-item, valid and reliable questionnaire
– pp. 279 - 282
• Results in raw scores and percentiles
– p. 284 and Handout
• Can be used to create concerns profiles
– p. 143, 149, 150, 152
Analyzing SoCQ Data
The UMELA School District has collected SoCQ data from six
schools, five mathematics teachers at each school. There is a
districtwide focus on curriculum implementation of a new
standards-based mathematics program. This new program is
different from what has typically been used in most classrooms - a textbook-based program.
For each teacher, use the raw score for each stage to identify the
percentile score. As a group, create a school profile for the 5
teachers on chart paper, using colored markers to create each
profile on one graph.
Example of School Profile
for 5 Teachers
100
90
80
70
Teacher 1
60
Teacher 2
Teacher 3
50
Teacher 4
40
Teacher 5
30
20
10
0
Stage 0
Stage 1
Stage 2
Stage 3
Stage 4
Stage 5
Stage 6
Using SoCQ Data
• Based on your school’s profile, discuss:
– What inferences and interpretations can you make of
each teacher’s profile?
– How might you use these data to inform your
professional development program to address the
teachers’ concerns?
– What “interventions” might be needed for individual
teachers?
• Consult the Handout Stages of Concern Overview
and Interventions for ideas
• Report out from each group.
Looking Across the District
• Several approaches to addressing teachers’ needs:
– Individual profile analysis
– School profile analysis
– “Peak” concerns analysis
• Using SoCQ percentile data for each teacher,
identify each teacher’s highest stage score and tally
the number of teachers
• Use the “peak” concerns data to differentiate
interventions and professional development for
groups of teachers
Peak Concerns Analysis
Teache r
#
1
2
3
4
5
6
7
8
9
10
Stage 0
Stage 1
Stage 2
Stage 3
Stage 4
81
75
4
91
7
40
3
0
7
22
93
60
5
84
5
45
40
5
12
16
72
89
30
78
41
63
52
12
41
17
39
34
69
11
80
80
77
30
90
99
21
11
33
5
33
76
66
92
21
63
Stage 5
22
14
22
1
28
52
52
72
16
40
Stage 6
17
11
20
1
11
38
11
73
5
38
Professional Development
Design Framework
SoCQ and PD Evaluation
• Administer SoCQ at the beginning, during,
and at the end of a professional
development initiative to gauge changes
over time.
• Use the data to assess effectiveness of PD
program and its impact on teachers.
Two Year Movement of Teachers’
Concerns about Teaming: Peak Concerns
90
80
70
60
Fall Year 1
50
Spring Year 1
Fall Year 2
40
Spring Year 2
30
20
10
0
Stage 0
Stage 1
Stage 2
Stage 3
Stage 4
Stage 5
Stage 6
Measuring Implementation in Schools: The Stages of Concern Questionnaire,
SEDL, 2006, p. 19
Personal Reflection
• What insights are you
gaining about the stages
people move through as they
make changes in their
practices?
• What questions arise for you
as you think about Stages of
Concern?
Team Time
As a district team, discuss:
• How might you use Stages
of Concerns in your work
leading the change
initiative you have
identified?
Feedback
“Gots and Needs”
• Help us reflect on the
day and plan for
tomorrow by writing at
least one thing you
“Got” today and one
thing you still “Need.”
• Post on the Chart as
you leave.