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Change
Relevant Research
Ellen Marshall, Ph.D. & Cathy McAuliffe-Dickerson, Ph.D.
Think about it…
• Think of a change you recently made in your personal life…a change based on new information
• What was it?• What made you decide to
make the change?
Ellen Marshall, Ph.D. & Cathy McAuliffe-Dickerson, Ph.D.
Think about it…
• Are you an effective teacher?
• What makes someone an effective teacher?
Ellen Marshall, Ph.D. & Cathy McAuliffe-Dickerson, Ph.D.
Effective Teachers Literature
• They are up-to-date in domain-specific knowledge• Affective qualities are just as important as
technical knowledge • They are open to change• They engage in the cycle of action, reflection
(introspection), and revised action• They possess self-knowledge and recognize how
that impacts their teaching• Effective teaching is a developmental process
Ellen Marshall, Ph.D. & Cathy McAuliffe-Dickerson, Ph.D.
Action, reflection, and revised action cycle
• Paulo Freire calls this praxis
• Consider curricular practices in the context of historical, political, and social influences
• An emphasis on self-analysis and growth
Ellen Marshall, Ph.D. & Cathy McAuliffe-Dickerson, Ph.D.
Characteristics of Reflective Teaching (Huang, 2001)
• Strong student-orientation
• Long-term view of the educational process
• Grounded knowledge of oneself
• Knowledge of the development of children
• Knowledge of subject matter
• Openness to continual learning
• Internal metaphor of teacher as facilitatorEllen Marshall, Ph.D. & Cathy McAuliffe-Dickerson, Ph.D.
Types of Innovations and Change
• First order changes – make what already exists more efficient without changing the organizational structure• Example: Implementation of the CIRCLE curriculum
ideas
• Second order changes – are meant to modify one’s theoretical framework – often a paradigm shift• Example: Adopting the idea of constructivist learning
Ellen Marshall, Ph.D. & Cathy McAuliffe-Dickerson, Ph.D.
Change and Teachers
• Teachers must be included in the process…change cannot be dictated…teachers need time to reflect
• What are the benefits of the change?
• How does this align with what I already believe and do?
• What are the costs to me?
• What type of support will I receive?
Ellen Marshall, Ph.D. & Cathy McAuliffe-Dickerson, Ph.D.
Identifying Stages of Concern (Hall & Hord, 2001)
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.
IM
PA
CT
TASK
SELF
Ellen Marshall, Ph.D. & Cathy McAuliffe-Dickerson, Ph.D.
Interventions (Hall, George, & Rutherford, 1986)
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
Ellen Marshall, Ph.D. & Cathy McAuliffe-Dickerson, Ph.D.
Change and Teachers
• Teachers must be aware of the need to change (in relation to the new information) – so they need a certain amount of domain-specific knowledge
• Teachers must want to change (rather than the change being mandated)
• Teachers must be able to introspect about themselves in relation to the change
Ellen Marshall, Ph.D. & Cathy McAuliffe-Dickerson, Ph.D.
Change and Teachers
• A process analogous to psychotherapy (Ferrari and Elik, 2003)
• You have to be willing to look deeply at patterns – intellectually and emotionally
• You have to look at new information in relation to your values and beliefs
• Metacognition is required
Ellen Marshall, Ph.D. & Cathy McAuliffe-Dickerson, Ph.D.
Levels of Change Adoption (Everett Rogers)
• Innovators
• Early adopters
• Early majority
• Late majority
• Laggards
Ellen Marshall, Ph.D. & Cathy McAuliffe-Dickerson, Ph.D.
A Reggio Study (Kerstling, 1995)
• In St. Louis, Missouri• Pre-k and K teachers were
adopting this model• Working together• Detailed reflection• Discuss frustrations, problems,
and successes• Willingness for risk-taking• Acknowledgement of challenges• Consensual decision making
Ellen Marshall, Ph.D. & Cathy McAuliffe-Dickerson, Ph.D.
Where are you? Where are those who you may mentor?
• Mano a Mano – helps you see yourself
• You must see yourself and reach a certain point before you can mentor others
Ellen Marshall, Ph.D. & Cathy McAuliffe-Dickerson, Ph.D.
Time To Reflect!
• Complete the Domains of Change exercise
Ellen Marshall, Ph.D. & Cathy McAuliffe-Dickerson, Ph.D.