1. Concerns Based Adoption Model: Using CBAM When Planning and Implementing New Practices

2. 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

3. 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

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

5. 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 …

6. Advantages Disadvantages Interview can take place anywhere/anytime
(e.g., face-to-face, over
the phone, )
Facilitator shows
interest and support of
what teacher is doing
Accuracy

7. 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

8. 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

9. 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

10. 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

11. 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

12. Interpreting Concern Profile
Identify the peaks and valleys . . .
Peaks – intense concerns
Valleys – little or no concerns
Identify potential intervention activities . . .

13. 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

14. 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?

15. 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

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

17. 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

18. 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

19. 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

20. 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

21. 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?

22. 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

23. 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

24. 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?

25. Change Facilitator (CF) Styles
Initiator
Manager
Responder

26. 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

27. 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

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

29. 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

30. 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?

31. 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

32. 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

33. 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

34. Concerns-Based Adoption Model
Stages of Concern
Change Facilitator Stages of
Concern
Levels of Use
Innovation Configuration Map
Hall & Hord, 2001

35. 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

36. Impact of Training Components

37. 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

38. Change Facilitator Team
Sanctioning
Providing continued back up
Providing resources
Providing technical coaching
Monitoring
Following up

39. Change Facilitator Team
Training
Reinforcing
Pushing
Telling others
Approving Adaptations

40. 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?

41. 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.

42. 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.

43. 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.

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