Concerns Based Adoption Model: 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

Identifying Stages of Concern 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. IMPACT TASK SELF Hall & Hord, p. 63

Stages of Concern Evaluation Tools One-legged interview Open-ended concerns statement Stages of Concern questionnaire

One-Legged Interview Begin with open-ended questions How is it going? What are you doing with (innovation)? How do you feel about the “innovation”? Probe to clarify understanding Tell me what you mean by … Give me an example of …

Advantages Disadvantages 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 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 Disadvantages Concerns written in teacher’s own words Concern statement used any time Input given by teachers prior to assist in planning of workshop Inconsistency in the length and depth of completion of concern statements by different teachers

Stages of Concern Questionnaire 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

Relative Intensity 1 3 4 5 6 Consequence Collaboration Refocusing Awareness Informational Personal Management 100 Relative Intensity 80 60 40 20 1 2 3 4 5 6 Stages of Concern

Relative Intensity 1 3 4 5 6 Consequence Collaboration Refocusing Awareness Informational Personal Management 100 Relative Intensity 80 60 40 20 1 2 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 Respect and encourage teacher interests Channel their ideas and energies; act on their concerns. Stage 5, Collaboration Provide opportunities to develop skills needed to work collaboratively Rearrange schedules so people can collaborate Stage 4, Consequence Provide positive feedback and needed support Provide opportunities for teachers to share knowledge and skills Stage 3, Management Answer specific “how to” questions Avoid considering future impact at this time Stage 2, Personal Address potential personal concerns directly Implement changes progressively over time Stage 1, Informational Provide clear and accurate information Relate changes to current practices Stage 0, Awareness 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 “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 nonuser . . . Three nonuse levels Five use levels Identify if person is a user or nonuser . . . Three nonuse levels Five use levels

Behaviors Associated with LoU 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 LoU Branching Interview Quick 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 for information about the innovation? No – LoU O, I Have you decided to use it and set a date to begin use? II Yes No - LoU 0, I, II Are you using the innovation? III User-Oriented Yes – LoU III, IVA, IVB, V, VI IVA What kinds of changes are you making in your use of the innovation? Nothing Unusual No – LoU IVB, VI IVB No Are you coordinating your use of the innovation with others, including another not in your original group of users? Are you planning or exploring making major modifications or replacing the innovation? VI Impact-Oriented – LoU IVB, V, VI Yes V No Hall & Hord, p. 89 Yes – LoU V

Categories for Levels of Use Knowledge Knows about the innovation, how to use it, and consequences of its use. Acquiring Information Solicits information in a variety of ways (e.g., resource persons, printed materials, site visits, Sharing Collaborates with others (e.g., sharing plans, ideas, resources, problem solving) 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 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 is in use? 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 Initiator Manager Responder

Initiator “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.” Hall & Hord, p. 133

Responder “delay making decisions.” “most willing to have others lead.” “delay making decisions.” Hall & Hord, p. 133

Organizational Efficiency CF Profile Concern for People Social/informal Formal/meaningful Organizational Efficiency Trust in others Administrative efficiency Strategic Sense 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 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 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 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 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 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

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 Sanctioning Providing continued back up Providing resources Providing technical coaching Monitoring Following up

Change Facilitator Team 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 …