1. Adult Learning and Change Theory How To Successfully Implement School Initiatives Using Theories of Change

2. www.ncrel.org/sdrs/areas/issues/edu catrs/profdevl/pd2fiph.htm Building a Knowledge Base Observe Models Reflect on Practice Change Practice Share Expertise

3. 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.

4. Using CBAM When Planning and Implementing New Practices

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.

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.

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.

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. 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.

9. Identifying Stages of Concern 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 Unrelated

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 and interpreting information  Capability of developing concern profile over time over time Hall & Hord, p. 69; Hall et al., 1979 Hall & Hord, p. 69; Hall et al., 1979

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.

12. Awareness Informationa Informational Personal Management Consequence Collaboration Refocusing 100 80 60 40 20 0 01 2 3 4 56 Stages of Concern Relative Intensity Relative Intensity

13. Awareness Informationa Informational Personal Management Consequence Collaboration Refocusing 100 80 60 40 20 0 01 2 3 4 56 Stages of Concern Relative Intensity Relative Intensity

14. Coaches As Change Agents

15. Typical Expressions of Concern about an Innovation Stage of Concern Stage of Concern Expression of Concern Expression of Concern 6. Refocusing 6. Refocusing I have some ideas about something that would work even better. I have some ideas about something that would work even better. 5. Collaboration 5. Collaboration How can I relate what I am doing to what others are doing? How can I relate what I am doing to what others are doing? 4. Consequence 4. Consequence How is my use affecting learners? How can I refine it to have more impact? How is my use affecting learners? How can I refine it to have more impact? 3. Management 3. Management I seem to be spending all my time getting materials ready. I seem to be spending all my time getting materials ready. 2. Personal 2. Personal How will using it affect me? How will using it affect me? 1. Informational 1. Informational I would like to know more about it. I would like to know more about it. 0. Awareness 0. Awareness I am not concerned about it. I am not concerned about it.

16. Interventions 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 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.

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.

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).

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.

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.

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.

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.

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 Hall & Hord, p. 81

28. Levels of Use  Identify if person is a user or nonuser... nonuser... –Three nonuse levels –Five use levels

29. 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.

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.

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.

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.

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?

36. Reflection 3 important things I’ve learned … 2 ideas/thoughts I would like to share with others … others … 1 action I will take immediately is …