1. Using Theories of Change to Plan for Effective Coaching Conversations
Coachable Moments
Using Theories of Change to Plan for Effective Coaching Conversations
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2. Five Phases of Professional Development
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3. Building a Knowledge Base
Building a Knowledge Base
Observe Models
Reflect on Practice
Change Practice
Share Expertise
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4. What We Have Learned About Change
Change is a process, not an event.
Change is accomplished by individuals.
Change is a highly personal experience.
Change involves developmental growth.
The focus of facilitation should be on individuals, innovations, and the context.
Event: handing over a new program
Individuals must be the focus of attention in implementing a new program
Focus must be on all 3 not just innovation
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5. What is CBAM?
The Concerns-Based Adoption Model (CBAM) is a framework and set of tools for understanding and managing change in people. Created through a decade of research and development (Hall & Hord, 1987), CBAM has been in use for more than 25 years now.
A number of strategies can help you fulfill the multiple roles of a change agent. One of these is the Concerns-Based Adoption Model (CBAM), which is based on longitudinal studies of how change occurs in educational environments. CBAM identifies seven principles of change that can help change agents such as Literacy Coaches successfully guide implementation of prevention programs.  
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6. Change is an ongoing process, not a short-term event.
Change requires ongoing support and resources and it takes time.
Most changes in education take three to five years to be implemented at a high level.
Failure to address key aspects of the change process can either add years to, or even prevent, successful implementation.
Change requires ongoing support and resources and it takes time. Sometimes we get discouraged when we don't see immediate results. It is important to have realistic expectations about the time it will take to see significant progress and to make sure that other stakeholders in the community understand this as well. According to CBAM researchers Hall and Hord, "Most changes in education take three to five years to be implemented at a high level. Failure to address key aspects of the change process can either add years to, or even prevent, successful implementation." Prevention research also indicates that "making big improvements in educational or social outcomes is difficult, and usually much time passes before major benefits of a program are visible" (Hall & Hord, 2001).
One middle school coordinator wrote about the virtue of patience: "Now that we're near the end of our three years, we're just starting to see the buy-in by teachers and administrators.  It's almost as if for the past two years we were nonexistent. Now all of a sudden, we're the experts and they want us. The education process is sometimes very slow, and we have to keep plugging away and make sure we're there when we get the call."
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7. Change occurs in individuals first, then in organizations.
Those implementing the change are ready and willing to make it a success.
The organization is supportive of the change.
Coaches need to pay attention to the needs and concerns of individual implementers, as well as work with the principal to successfully integrate the change.
The best program in the world won't succeed in your schools unless the people implementing it are ready and willing to make it a success. However, individual change is difficult if the organization is not supportive of the change. For example, if the school schedule doesn't have room for a program, it won't happen. Therefore, as a coach you need to pay attention to the needs and concerns of individual implementers, as well as work with the principal to successfully integrate program into the school environment.
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8. People go through change at different rates and in different ways
You can't expect everyone to be ready at the same time to implement or even to choose a program. Some people need more information to be convinced. Some need more training to feel prepared. Be aware of individual differences in your implementers.
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9. 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
For example, when teachers first hear about a program, they might not be concerned because they don't think it will affect them. However, once they realize that they will be the ones implementing it, they may have concerns about how to fit the program into their already busy schedules. In general, early concerns (Stages 1 and 2) tend to focus on "self," while later concerns (Stage 3) tend to focus on implementation “tasks.” Still later concerns (Stages 4-6) relate to program "impact." Teachers also may have concerns in more than one stage at a time. For example, they might have concerns about the "how to's" of managing the implementation (Stage 3) as well as how it will affect their students (Stage 4). The CBAM stages of concern are described in the table below.
SELF
Unrelated
Hall & Hord, p. 63

10. 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
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11. Look at the next two slides with a partner.
Where is the teacher on slide 1 on the change continuum?
What kind of conversation would help move that teacher?
The chart with two graph lines represent two different teachers. Discuss the differences in coaching conversations that would need to take place to help both move forward
Share out whole group.
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12. Relative Intensity 1 3 4 5 6 Consequence Collaboration Informational
Refocusing
Awareness
Informational
Personal
Management
100
Relative Intensity 80 60 40 20 1 2 3 4 5 6
Stages of Concern

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

14. Coaches As Change Agents
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15. Typical Expressions of Concern about an Innovation
 Stage of Concern
 Expression 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.
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16. 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
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Hall, George, & Rutherford, 1986

17. Where Are They On the Continuum of Change?
Read the passages on the following pages.
Decide where they are with the stages of concern by what they are saying.
Discuss your idea with a partner.
How would you coach each teacher?
Be ready to support your answer.
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18. Example 1
When I think about how this innovation may influence how others see me as a professional I wonder whether I want to become involved in it. I might have very little to say about how the innovation is implemented or who I would have to 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 we really get involved with this innovation.

19. Example 2
Some of the students just don’t seem to be catching on to this new individualized approach. They seem to need more monitoring, closer supervision, and less distractions. I wonder if my aide might concentrate more on them as a group, and if that might help.

20. Example 3
Almost every night I wonder if I’ll be able to locate and organize the material I will be using the next day. I can’t yet prevent surprises that cause a lot of wasted time. I am not yet able to anticipate what things I need to requisition for next week. I feel inefficient when I think about my use of the innovation.

21. Many people make the mistake of assuming that everyone's needs within a group are the same. The CBAM model can help you identify differences among users and tailor your interventions to their individual needs and concerns. Here are some examples:
Provide teachers in the awareness stage (Stage 0) with local data that demonstrate the need for prevention in your school.
Address informational concerns (Stage 1) by inviting MSCs or teachers from other schools to talk about their successful experiences with using prevention programs.
Engage in one-on-one discussions with teachers who have personal concerns (Stage 2) to assess their needs.
Provide teachers in the awareness stage (Stage 0) with local data that demonstrate the need for prevention in your school.
 Address informational concerns (Stage 1) by inviting MSCs or teachers from other schools to talk about their successful experiences with using prevention programs.
 Engage in one-on-one discussions with teachers who have personal concerns (Stage 2) to assess their needs.
 Provide “booster” training sessions for teachers who are already implementing the program but who have management concerns (Stage 3).
 Have staff make presentations at local or regional meetings to describe the impact of the program in your community (Stage 4).
 Provide opportunities for staff who have implemented the program for a few years to work together (Stage 5) in order to design ways to improve the program (Stage 6).
 Have staff work with other middle school staff to discuss how the prevention program might be expanded to the greater school community, including parents and staff (Stage 6).
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22. Identify differences among users and tailor your interventions to their individual needs and concerns.
Provide “booster” training sessions for teachers who are already implementing the program but who have management concerns (Stage 3).
Have staff make presentations at local or regional meetings to describe the impact of the program in your community (Stage 4).
Provide opportunities for staff who have implemented the program for a few years to work together (Stage 5) in order to design ways to improve the program (Stage 6).
Have staff work with other middle school staff to discuss how the prevention program might be expanded to the greater school community, including parents and staff (Stage 6).
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23. Strategies for Addressing Different Stages of Concern
Stage 0: Awareness Concerns
 Involve teachers in discussions and decisions about new prevention programs.
 Provide current data on the need for prevention in the district.
 Share enough information to engage interest but not overwhelm.
 Acknowledge that a lack of awareness is expected and that no questions about prevention programs are foolish.
 Encourage unaware people to talk with colleagues who know more about prevention programs.
Stage 1: Informational Concerns
 Provide clear and accurate information about research-based prevention programs.
 Share information in a variety of ways (e.g., verbally, in writing, through any available media). Communicate with both individuals and groups.
 Have people who have used prevention programs in other school districts visit with your advisory team.
 Help advisory team members see how the new prevention program relates to their current practices, highlighting both similarities and differences.
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24. Strategies for Addressing Different Stages of Concern (continued)
Stage 2: Personal Concerns
 Legitimize the existence and provide opportunities for the expression of personal concerns.
 Use personal notes and conversations to encourage individuals and reinforce people's sense of adequacy.
 Connect advisory team members with others whose personal concerns have diminished and who can be supportive.
 Show how the prevention program can be implemented in small steps (e.g., as a pilot) rather than as one big leap. Establish realistic and attainable expectations.
Stage 3: Management Concerns
 Clarify the components of the prevention program and the steps involved in implementation.
 Provide training and answers that address the specific "how to" issues that often produce management concerns.
 Demonstrate exact and practical solutions to the logistical problems that contribute to these concerns.
 Help implementers sequence specific activities and set timelines for their accomplishment.
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25. Strategies for Addressing Different Stages of Concern (continued)
Stage 4: Consequence Concerns
 Provide implementers with opportunities to visit other schools where the prevention program is being used effectively.
 Encourage implementers to attend conferences or workshops on the program.
 Give individuals positive feedback and support.
 Share information obtained through process or outcome evaluations.
Stage 5: Collaboration Concerns
 Provide opportunities for individuals with these concerns to develop skills for working collaboratively.
 Bring together people, both within and outside the school, who are interested in collaboration.
 Help the collaborators establish reasonable expectations of, and guidelines for, the collaborative effort.
 Encourage collaboration, but don't force it on those who are not interested.
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26. Strategies for Addressing Different Stages of Concern (continued)
Stage 6: Refocusing Concerns
 Respect and encourage people's interest in finding a “better” way.
 Provide information about the core elements of the research-based program (i.e., those elements that must be maintained in order to ensure effective outcomes).
 Help individuals channel their ideas and energies into productive, rather than counterproductive, activities.
 Encourage people to voice their concerns to you, so that you can arrive at solutions together.
 Provide individuals with the training and resources they need to implement the program with fidelity.
 Recognize and accept the fact that some individuals may replace or significantly modify the existing programs.
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27. 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
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28. Levels of Use nonuser . . . Three nonuse levels Five use levels
Identify if person is a user or
nonuser . . .
Three nonuse levels
Five use levels
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29. 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

30. 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

31. Example 1
The teacher has made various attempts to get the new science equipment ready for the next day’s class without too much success. He’s going to experiment with a grocery cart so he doesn’t have to make so many trips around the room.
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32. Where Are These Teachers on the Level of Use Continuum?
Look at the examples on the next three slides.
Decide where the teacher is on the level of use.
Discuss your idea with a partner, and decide what your coaching step would be for each slide.
Be ready to share whole group.
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33. Example 2
Six weeks ago she made up and began to use a self-checking system for her spelling program, so her pupils who can move more rapidly don’t have to wait for her.
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34. Example 3
Her math modules are organized and she tested them out in class last year. She will use them just like she did then-they were quite successful.
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35. 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?
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36. Reflection 3 important things I’ve learned …
2 ideas/thoughts I would like to share with
others …
1 action I will take immediately is …
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