1. EDN 513 Fall 20021 Education Change WSE UNCW

2. EDN 513 Fall 20022 Factors Influencing Successful Reform Efforts Flexibility in Design Accurate Reflection on Process and Outcomes Acknowledging Levels of Change Continual Support for Change Collective Activity Provision of Time Planning for the Process Leadership Success of School Reform Effort

3. EDN 513 Fall 20023 Latent Change State  Homeostasis or Disintegration Reluctant Change State  Beginning Progress Expansive Change State  High Momentum Established Change State  Steady Progress Characterizing Schools in Varied Change States: A taxonomy for change agents

4. EDN 513 Fall 20024 Little or no change Lack of understanding about change effort Lack of interest in initiative Little professional collaboration Emphasis on maintaining current condition Latent Change State

5. EDN 513 Fall 20025 Some changes noted Superficial use of change, behavioral not belief Short-term focus on the change Some emerging groups show interest in change effects Reluctant Change State

6. EDN 513 Fall 20026 Enthusiasm about changes Participant ownership of change Users initiate variations in change efforts to increase desired effect based on environmental concerns and climate Additional areas of collaborative efforts emerge Innovations and self-analysis are group norm Expansive Change State

7. EDN 513 Fall 20027 Participants actively evaluate quality of innovation, make adjustments or modifications Users explore literature for new developments and make decisions regarding the appropriateness for school setting and conditions Established Change State

8. EDN 513 Fall 20028 Latent Change State  Very Little or No Change Reluctant Change State  Beginning Progress Expansive Change State  High Momentum Established Change State  Steady Progress Individualizing Support for Schools in Varied Change States: A taxonomy for change agents

9. EDN 513 Fall 20029 Provide opportunities for discussion and expression of concern Help establish functional work groups Identify barriers Modify plan and time-table Provide task structure that is incrementalized, allowing for success Monitor progress closely Give criteria/standards for behavior Delineate conditions and consequences Latent Change State Very Little or No Change

10. EDN 513 Fall 200210 Actively guide the process Clarify next steps and actively support Help participants recognize accomplishments and celebrate successes Continue to encourage collaboration Monitor progress Reluctant Change State Beginning Progress

11. EDN 513 Fall 200211 Take care not to hamper progress Help participants recognize accomplishments Celebrate changes Expect collaboration Monitor progress Expansive Change State High Momentum

12. EDN 513 Fall 200212 Allow autonomy “Guide from the side” Provide resources as requested Encourage self-monitoring of changes Maintain awareness of progress Established Change State Steady Progress

13. EDN 513 Fall 200213 Critical Elements for Maintaining the Efficacy of a Learning Community Acknowledging Levels of Change Flexibility in Design and Support Accurate Reflection on the Process, as well as on the Outcomes

14. EDN 513 Fall 200214 Stages of Concern Refocusing Collaboration Consequence Management Personal Informational Awareness Expressions of Concern I have some ideas about something that would work even better. I am concerned about relating what I am doing with what others are doing What is the affect of my use? I seem to be spending all my time in getting material ready. How will using it affect me? I would like to know more about it. I am not concerned about it. IMPACTIMPACT TASKTASK SELFSELF Stages of Concern Typical Expression of Concern about Innovation

15. EDN 513 Fall 200215 Level of Use Renewal Integration Refinement Routine Mechanical Use Preparation Orientation Nonuse Behavioral Indices of Level The user is seeking more effective alternatives to the established use of the innovation. The user is making deliberate efforts to coordinate with others in using the innovation. The user is making changes to increase outcomes. The user is making few or no changes and has established a pattern of use. The user is making changes to better organize the use of the innovation. The individual is preparing to use the innovation. The individual is seeking information about the innovation. No action is being taken with respect to the innovation. USERUSER NONUSERNONUSER Levels of Use Typical Behaviors When Using the Innovation

16. EDN 513 Fall 200216 A Taxonomy for Analyzing Levels of Change Macro-Level (School- Wide, Community Change Effort) Micro-Level (Individual Practice) I. Latent Change State II. Reluctant Change State III. Expansive Change State IV. Established Change State X Parent Involvement X Use of Learning- Centered Supervision and Coaching X Peer Tutoring Program X Teacher Self- Assessment of Instructional Practices

17. EDN 513 Fall 200217 Lack of understanding/clarity about change effort Lack of interest or commitment by majority Limited vision and/or focus from school leadership Evidence of conflict between and among faculty/administration Limited involvement of teachers in decisions related to adoption, planning or implementation Ineffectural, limited or no professional development or support related to effort Little or no evidence of change I. Premature Change State Absence of Readiness

18. EDN 513 Fall 200218 “You can cut the tension the minute you walk through the door.” General comment from a teacher in Change State I school:

19. EDN 513 Fall 200219 “so far what I hear, it seems like there’s a lot of committees and it’s just a bunch of busy work.” “We don’t know anything about it.” Teacher interview data Change State I: Understanding of the Model

20. EDN 513 Fall 200220 “One of our problems here at this school is that we just have too many programs going on. We’re just trying to hang on and teach our kids.” “They can outlast any principal, is the general attitude. So they don’t want to focus on children’s needs, they just want to focus on adult issues most of the time.” Teacher Principal interview data Change State I: Commitment

21. EDN 513 Fall 200221 “Staff development is a one shot deal not an ongoing thing. We are not creating any systemic change here.” “…They’ve had different people in here and every person tells us something different.” Teacher interview data Change State I: Professional Development

22. EDN 513 Fall 200222 Some evidence of beginning understanding of the model by a portion of educators Tentative interest or commitment by some emerging groups Leadership articulates vision/commitment, but has not clearly communicated to staff nor has a plan for phased implementation Faculty in general agreement with leadership Some evidence of teacher involvement in adoption, planning, and/or implementation decisions Some professional development/support provided to faculty Some evidence of behavioral changes, not necessarily changes in beliefs II. Hesitant Change State Beginning Progress

23. EDN 513 Fall 200223 Majority of the school educators demonstrate and understanding of the change effort Strong evidence of commitment and motivation for change effort across administration and faculty Strong, focused leadership valued by faculty Congruence between the leadership and teachers’ beliefs, values, assumptions and vision for change Participant ownership/engagement in change effort through adoption, planning, and/or implementation Comprehensive, continuous and focused professional development, coaching and technical support provided at the group and individual level Users adopting model; may also be modifying change efforts to increase desired effect III. Developing Change State Sustained Progress

24. EDN 513 Fall 200224 “ I don’t know anyone who is out right against it or just refuses to try any part of it. Everybody’s doing something related to that, and some people are doing a whole lot more than others. Some are just taking one slow step at a time. I think as a whole school, we have embraced it.” Teacher interview data Change State 3: Committment

25. EDN 513 Fall 200225 “ One thing that seems to be a major benefit of the staff development is that (the trainers) model the principles that we are supposed to be using with the students through their staff development. So we’re actually able to be doing the things we’re supposed to be doing with the students.” Change State 3: Professional Development

26. EDN 513 Fall 200226 All leadership and faculty communicate a strong sense of the model and its match to school needs Norm for the school is that all are actively involved and committed to the effort Evidence of teachers changing their thinking about teaching versus just modifying behaviors Cohesive vision for change among teachers and school leadership Participants actively evaluate quality of innovation, make adjustments or modifications Usere refine skills and personal/situation fit; seek additional knowledge and techniques for improving implementation and results Widespread acceptance and participation in change effort IIV. Established Change State Continuing Growth

27. EDN 513 Fall 200227 Please respond to this leadership situation after reviewing what you know of the change process (game and class information). All responses are to be communication strategies. This is baseline data gathering. A student tells his teacher that he forgot to bring the paper he had written the night before. The teacher says, “I understand. I sometimes forget things like that too” (SRI). Remember in both game and class talking to the people for change to occur is important. To help you get started… React to teacher List strategies to clarify and increase communication (cb 2001). Etc. Respond to this assignment via email by Monday, September 9, 2002. EDN 513 Leadership for Learning