S UPPORTING T EACHERS ON THEIR UBD J OURNEY Bell ringer-Supporting practitioners in backwards design: joys and questions

W HO IS HERE AND WHAT IS YOUR ROLE IN SUPPORTING TEACHERS ?

W HO IS HERE ? Introductions Name District What role do you play in supporting teachers in the use of UbD? What are you challenges with this support?

G OALS Concerns Based Adoption Model Framework Look fors Strategies Professional Dilemma Protocol

I N INTRODUCING INNOVATIONS INTO SCHOOLS, TWO OF THE MOST COMMON MISTAKES MADE BY THE ADMINISTRATORS AND LEADERS OF THE CHANGE PROCESS WERE : Assumption 1: Once an innovation has been introduced and initial training has been completed the intended users will put the innovation into practice”. Assumption 2: All users of the implementation will react in similar ways Assumption 3: All implementers need the same type/amount of support. Shirley Hord reference

C ONCERNS -B ASED A DOPTION M ODEL (CBAM) Assumptions about change that were the basis of the CBAM Model: Change is a process, not an event- It takes time to institute change. Change is accomplished by individuals- Individuals must be the focus of attention in implementing a new program. Institutions will not change until their members change. Change is a highly personal experience- Individuals are different; people do not behave collectively (Hord et al., 1987)

C ONCERNS -B ASED A DOPTION M ODEL (CBAM) Assumptions about change that were the basis of the CBAM Model Change involves development growth-Individuals involved demonstrate growth in terms of their feelings and skills. Change is best understood in operational terms- Teachers and others will relate to change in terms of how it will affect their current classroom practice. Change agent needs to work with people in an adaptive and systematic way- The approach should be customized for the particular contexts and settings. (Hord et al., 1987)

C ONCERNS -B ASED A DOPTION M ODEL (CBAM) The CBAM is a conceptual framework that describes, explains, and predicts probable teacher behaviors in the change process. The three principal diagnostic dimensions of the CBAM are: 1. Stages of Concern -- Seven different reactions that educators experience when they are implementing a new program 2. Levels of Use -- Behaviors educators develop as they become more familiar with and more skilled in using an innovation 3. Innovation Configurations -- Different ways in which teachers adapt innovations to their unique situations (

C ONCERNS -B ASED A DOPTION M ODEL (CBAM) Stage of Concern 6. Refocusing I have some ideas about something that would work even better. 5. Collaboration How can I relate what I am doing to what others are doing? 4. Consequence How is my use affecting learners? How can I refine it to have more impact? 3. Management I seem to be spending all my time getting materials ready. 2. Personal How will using it affect me? 1. Informational I would like to know more about it. 0. Awareness I am not concerned about it (the innovation) (Hord et al., 1987)

T ASK & G OALS Break apart CBAM 7 groups Read up on your level of concern and create a powerpoint slide Look fors Strategies you might use to support a teacher at that level Metaphor to help us all understand your level! to Jennifer: or use a jump References: NCREL WestEd Journal of Research in Technology Education

C ONCERNS -B ASED A DOPTION M ODEL (CBAM) References: rship/concernsbased_adoption_model.htm rship/concernsbased_adoption_model.htm Hord, S. M., Rutherford, William L., Huling-Austin, Leslie and Hall, G. E. (1987). Taking charge of change. Austin, TX: Southwest Educational Development Laboratory.