1. Innovation Configuration Maps
An instrument used to define and measure implementation of a new program or practice
Hall and Hord, (2011). Implementing Change: Patterns, Principles, and Potholes. Boston: Allyn and Bacon

2. Innovation Configuration Map…
Clarifies what a new program is or isn’t
Defines “quality” clearly—what practices look like in use or in operation
Indicates the degree to which the innovation is being implemented
Informs how to best assist and support educator’s successful use of new practices

3. Innovation Configuration Map…
Provides a blueprint for learning, planning, and resources required for implementation
Determines significant factors that ensure successful implementation of the innovation to increase student achievement
Provides a consistent guide to how districts begin and continue efforts to implement the standards

4. Innovation Configuration Map Conventions
PILLAR—LEADERSHIP
CENTRAL OFFICE STAFF
Component 1: Develops strategic structures and processes for the effective implementation of the pillars (CHETL, Standards, Leadership, and Assessment Literacy) in all schools.
Level One
Level Two
Level Three
Level Four
Level Five
Level Six
Designs a schedule for strategic use of time that includes clearly identified goals Provides time for learning teams to work, while focusing on district goals related to CHETL
Designs a plan that provide time with clearly identified goals;
Allows learning teams to work, monitoring that time is used effectively to address district goals related to CHETL
Recognizes that time for effective implementation is critical and develops a plan to provide time for teams to work on CHETL, Assessment Literacy, and KCAS.
Recognizes the need for time for effective implementation but does not develop a plan for providing time
Has not addressed providing time for implementation of CHETL, Assessment Literacy, and KCAS.
Continuum of Behaviors
Level One: Ideal

5. IC Map Conventions
An IC map describes behaviors for a specific group—Central Office staff [principals, teachers, etc.]
The component describes major outcomes for Central Office related to implementation of a CCSS pillar.
“Ideal” or high-quality implementation appears on left-hand side—Level One.
The continuum of behaviors describes implementation variations from “Ideal—Level One” to “Not Yet Begun—Level Five/Six”
The number of levels can differ for each component. Some components might have 3 levels others 6.

6. Directions
In a district group, select a single pillar on which to focus
Each person individually reads all the levels and decides which level best describes the district’s current actions
Using a Round Robin process, each person shares his/her response and provides a brief rationale
If responses indicate different levels, discuss and come to consensus on a single level
Identify next steps—examine the level beyond your current assessment for other strategies