Change Relevant Research Ellen Marshall, Ph.D. & Cathy McAuliffe-Dickerson, Ph.D.

Think about it… Think of a change you recently made in your personal life…a change based on new information What was it? What made you decide to make the change? Ellen Marshall, Ph.D. & Cathy McAuliffe-Dickerson, Ph.D.

Think about it… Are you an effective teacher? What makes someone an effective teacher? Ellen Marshall, Ph.D. & Cathy McAuliffe-Dickerson, Ph.D.

Effective Teachers Literature They are up-to-date in domain-specific knowledge Affective qualities are just as important as technical knowledge They are open to change They engage in the cycle of action, reflection (introspection), and revised action They possess self-knowledge and recognize how that impacts their teaching Effective teaching is a developmental process Ellen Marshall, Ph.D. & Cathy McAuliffe-Dickerson, Ph.D.

Action, reflection, and revised action cycle Paulo Freire calls this praxis Consider curricular practices in the context of historical, political, and social influences An emphasis on self- analysis and growth Ellen Marshall, Ph.D. & Cathy McAuliffe-Dickerson, Ph.D.

Characteristics of Reflective Teaching (Huang, 2001) Strong student-orientation Long-term view of the educational process Grounded knowledge of oneself Knowledge of the development of children Knowledge of subject matter Openness to continual learning Internal metaphor of teacher as facilitator Ellen Marshall, Ph.D. & Cathy McAuliffe-Dickerson, Ph.D.

Types of Innovations and Change First order changes – make what already exists more efficient without changing the organizational structure Example: Implementation of the CIRCLE curriculum ideas Second order changes – are meant to modify one’s theoretical framework – often a paradigm shift Example: Adopting the idea of constructivist learning Ellen Marshall, Ph.D. & Cathy McAuliffe-Dickerson, Ph.D.

Change and Teachers Teachers must be included in the process…change cannot be dictated…teachers need time to reflect What are the benefits of the change? How does this align with what I already believe and do? What are the costs to me? What type of support will I receive? Ellen Marshall, Ph.D. & Cathy McAuliffe-Dickerson, Ph.D.

Identifying Stages of Concern (Hall & Hord, 2001) Stages of ConcernExpressions 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 Ellen Marshall, Ph.D. & Cathy McAuliffe-Dickerson, Ph.D.

Interventions (Hall, George, & Rutherford, 1986) Stage 6, Refocusing 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 Ellen Marshall, Ph.D. & Cathy McAuliffe-Dickerson, Ph.D.

Change and Teachers Teachers must be aware of the need to change (in relation to the new information) – so they need a certain amount of domain-specific knowledge Teachers must want to change (rather than the change being mandated) Teachers must be able to introspect about themselves in relation to the change Ellen Marshall, Ph.D. & Cathy McAuliffe-Dickerson, Ph.D.

Change and Teachers A process analogous to psychotherapy (Ferrari and Elik, 2003) You have to be willing to look deeply at patterns – intellectually and emotionally You have to look at new information in relation to your values and beliefs Metacognition is required Ellen Marshall, Ph.D. & Cathy McAuliffe-Dickerson, Ph.D.

Levels of Change Adoption (Everett Rogers) Innovators Early adopters Early majority Late majority Laggards Ellen Marshall, Ph.D. & Cathy McAuliffe-Dickerson, Ph.D.

A Reggio Study (Kerstling, 1995) In St. Louis, Missouri Pre-k and K teachers were adopting this model Working together Detailed reflection Discuss frustrations, problems, and successes Willingness for risk-taking Acknowledgement of challenges Consensual decision making Ellen Marshall, Ph.D. & Cathy McAuliffe-Dickerson, Ph.D.

Where are you? Where are those who you may mentor? Mano a Mano – helps you see yourself You must see yourself and reach a certain point before you can mentor others Ellen Marshall, Ph.D. & Cathy McAuliffe-Dickerson, Ph.D.

Time To Reflect! Complete the Domains of Change exercise Ellen Marshall, Ph.D. & Cathy McAuliffe-Dickerson, Ph.D.