Date post: | 01-Jan-2016 |
Category: |
Documents |
Upload: | alice-underwood |
View: | 221 times |
Download: | 1 times |
Using CBAM When Planning Using CBAM When Planning and Implementing New and Implementing New
PracticesPractices
Definition of Definition of ConcernConcern
“ “The composite representation of the The composite representation of the feelings, preoccupation, thought, and feelings, preoccupation, thought, and consideration given to a particular consideration given to a particular issue or task is called issue or task is called concernconcern.” .”
Hall & Hord, p. 61Hall & Hord, p. 61
Stages of ConcernStages of Concern
One-legged interviewOne-legged interview Open-ended concerns Open-ended concerns
statementstatement Stages of Concern Stages of Concern
questionnairequestionnaire
Identifying Stages of Identifying Stages of ConcernConcern
Stages of ConcernStages of Concern Expressions of ConcernExpressions of Concern
Stage 6: RefocusingStage 6: Refocusing I have some ideas about something that would I have some ideas about something that would work even better.work even better.
Stage 5: Stage 5: CollaborationCollaboration
I am concerned about relating what I am doing I am concerned about relating what I am doing with what my co-workers are doing.with what my co-workers are doing.
Stage 4: Stage 4: ConsequenceConsequence
How is my use affecting clients?How is my use affecting clients?
Stage 3: Stage 3: ManagementManagement
I seem to be spending all of my time getting I seem to be spending all of my time getting materials ready.materials ready.
Stage 2: PersonalStage 2: Personal How will using it affect me?How will using it affect me?
Stage 1: Stage 1: InformationalInformational
I would like to know more about it.I would like to know more about it.
Stage 0: AwarenessStage 0: Awareness I am not concerned about it.I am not concerned about it.
IM
PA
CT
TASK
SELF
Hall & Hord, p. 63
One-Legged InterviewOne-Legged Interview
Begin with open-ended questionsBegin with open-ended questions How is it going?How is it going? What are you doing with (innovation)?What are you doing with (innovation)? How do you feel about the “innovation”?How do you feel about the “innovation”?
Probe to clarify understandingProbe to clarify understanding Tell me what you mean by …Tell me what you mean by … Give me an example of …Give me an example of …
AdvantagesAdvantages DisadvantagesDisadvantages
Interview can take Interview can take
place place anywhere/anytimeanywhere/anytime
(e.g., face-to-face, (e.g., face-to-face, over over
the phone, e-mail)the phone, e-mail) Facilitator shows Facilitator shows
interest and support interest and support of of
what teacher is doingwhat teacher is doing
AccuracyAccuracy
Open-Ended StatementOpen-Ended Statement
“ “When you think about [innovation] what When you think about [innovation] what concerns do you have? Please be frank, concerns do you have? Please be frank,
and and answer in complete sentencesanswer in complete sentences.”.”
Hall & Hord, p. 68Hall & Hord, p. 68
AdvantagesAdvantages DisadvantagesDisadvantages Concerns written in Concerns written in
teacher’s own wordsteacher’s own words Concern statement Concern statement
used any timeused any time Input given by Input given by
teachers prior to teachers prior to assist assist
in planning of in planning of workshop workshop
Inconsistency in theInconsistency in the
length and depth oflength and depth of
completion of completion of concernconcern
statements by statements by differentdifferent
teachersteachers
Stages of Concern Stages of Concern QuestionnaireQuestionnaire
SoCQ - 35-item questionnaireSoCQ - 35-item questionnaire Valid and reliable instrumentValid and reliable instrument SoC Quick Scoring DeviceSoC Quick Scoring Device Technical manual to assist in scoring Technical manual to assist in scoring and interpreting informationand interpreting information Capability of developing concern profileCapability of developing concern profile over timeover time Hall & Hord, p. 69; Hall et al., 1979Hall & Hord, p. 69; Hall et al., 1979
Aw
are
nes
Aw
are
nes
ss Info
rmati
on
Info
rmati
on
aal Pers
onal
Pers
onal
Man
ag
em
eM
an
ag
em
ent
nt Conse
quence
Conse
quence
Colla
bora
tion
Colla
bora
tion
Refo
cusi
ng
Refo
cusi
ng
100
80
60
40
20
00 1 2 3 4 5 6
Stages of ConcernStages of Concern
R
ela
tive Inte
nsi
ty
Rela
tive Inte
nsi
ty
Aw
are
nes
Aw
are
nes
ss Info
rmati
on
Info
rmati
on
aal Pers
onal
Pers
onal
Man
ag
em
eM
an
ag
em
ent
nt Conse
quence
Conse
quence
Colla
bora
tion
Colla
bora
tion
Refo
cusi
ng
Refo
cusi
ng
100
80
60
40
20
00 1 2 3 4 5 6
Stages of ConcernStages of Concern
R
ela
tive Inte
nsi
ty
Rela
tive Inte
nsi
ty
Interpreting Concern ProfileInterpreting Concern Profile
Identify the peaks and valleys . . .Identify the peaks and valleys . . . PeaksPeaks – intense concerns – intense concerns ValleysValleys – little or no concerns – little or no concerns
Identify potential intervention activities Identify potential intervention activities . . .. . .
InterventionsInterventionsStage 6, RefocusingStage 6, Refocusing
Respect and encourage teacher interests Channel their ideas and energies; act on their concerns.
Stage 5, CollaborationStage 5, Collaboration Provide opportunities to develop skills needed to work collaboratively Rearrange schedules so people can collaborate
Stage 4, ConsequenceStage 4, Consequence Provide positive feedback and needed support Provide opportunities for teachers to share knowledge and skills
Stage 3, ManagementStage 3, Management Answer specific “how to” questions Avoid considering future impact at this time
Stage 2, PersonalStage 2, Personal Address potential personal concerns directly Implement changes progressively over time
Stage 1, InformationalStage 1, Informational Provide clear and accurate information Relate changes to current practices
Stage 0, AwarenessStage 0, Awareness Involve teachers in discussion and decisions Give permission not to know
Hall, George, & Rutherford, 1986
Talking PointsTalking 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?
Comparison of SoC and LoUComparison of SoC and LoU
“ “Stages of ConcernStages of Concern (SoC) addresses the (SoC) addresses the affectiveaffective side of change – people’s side of change – people’s reactions, feelings, perceptions, and reactions, feelings, perceptions, and attitudes.”attitudes.”
“ “Levels of UseLevels of Use (LoU) has to do with (LoU) has to do with behaviors and portrays behaviors and portrays howhow people are people are acting with respect to specified change.” acting with respect to specified change.”
Hall & Hord, p. 81Hall & Hord, p. 81
Levels of UseLevels of Use
Identify if person is a user or Identify if person is a user or
nonuser . . .nonuser . . .Three nonuse levelsThree nonuse levelsFive use levelsFive use levels
Levels of Use Behaviors Associated with LoUBehaviors Associated with LoU0 Non-Use0 Non-Use No interest shown in the innovation; no action No interest shown in the innovation; no action
takentaken
1 Orientation1 Orientation Begins to gather information about the Begins to gather information about the innovationinnovation
2 Preparation2 Preparation Begins to plan ways to implement the Begins to plan ways to implement the innovationinnovation
3 Mechanical3 Mechanical Concerned about mechanics of Concerned about mechanics of implementationimplementation
4A Routine4A Routine Comfortable will innovation and implements it Comfortable will innovation and implements it as taughtas taught
4B 4B RefinementRefinement
Begins to explore ways for continuous Begins to explore ways for continuous improvementimprovement
5 Integration5 Integration Integrates innovation with other initiatives; Integrates innovation with other initiatives; does not view it as an add-on; collaborates does not view it as an add-on; collaborates with otherswith others
6 Renewal6 Renewal Explores new and different ways to Explores new and different ways to implement innovationimplement innovation Hall & Hord, p. 82
Assessing Individual’s Level of Assessing Individual’s Level of UseUse
LoU Branching InterviewLoU Branching Interview Quick assessment of a person’s Quick assessment of a person’s
LoULoU LoU Focused InterviewLoU Focused Interview
In-depth interview by a certified In-depth interview by a certified interviewer and analyzed using a interviewer and analyzed using a specific matrixspecific matrix
LoU Branching InterviewLoU Branching Interview
Are you using
the innovation?
Have you decided to
use it and set a date
to begin use?
What kinds of changes
are you making in your
use of the innovation?
Are you currently looking
for information about the
innovation?
II
III
IVA
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?
IVB
VI
V
Hall & Hord, p. 89
No - LoU 0, I, IINo - LoU 0, I, II
Yes – LoU III, Yes – LoU III, IVA, IVB, V, IVA, IVB, V, VIVI
YesYes
No – LoU O, INo – LoU O, I
User-User-OrientedOriented
Nothing UnusualNothing Unusual
Impact-Oriented – LoU IVB, V, Impact-Oriented – LoU IVB, V, VIVI
No – LoU IVB, No – LoU IVB, VIVI
Yes – LoU VYes – LoU V
NNoo
YeYess
NoNo
Categories for Levels of UseCategories for Levels of UseKnowledgeKnowledge Knows about the innovation, how to use it, and Knows about the innovation, how to use it, and
consequences of its use.consequences of its use.
Acquiring Acquiring InformationInformation
Solicits information in a variety of ways (e.g., Solicits information in a variety of ways (e.g., resource persons, printed materials, site visits,resource persons, printed materials, site visits,
SharingSharing Collaborates with others (e.g., sharing plans, ideas, Collaborates with others (e.g., sharing plans, ideas, resources, problem solving)resources, problem solving)
AssessingAssessing Examines implementation as well as collecting and Examines implementation as well as collecting and analyzing dataanalyzing data
PlanningPlanning Designs and outlines short- and long-term outcomes Designs and outlines short- and long-term outcomes (i.e., aligns resources, collaborates, schedules (i.e., aligns resources, collaborates, schedules activities)activities)
Status ReportingStatus Reporting Describes personal level of implementationDescribes personal level of implementation
PerformingPerforming Operationalizes the actions and activities of Operationalizes the actions and activities of innovationinnovation
Hall & Hord, p. 90
Talking PointsTalking 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?
Innovation ConfigurationInnovation Configuration (IC) (IC) MapMap
““The IC map is composed of The IC map is composed of ‘word picture’ descriptions of ‘word picture’ descriptions of the different operational forms the different operational forms of an innovation or change.”of an innovation or change.”
Hall & Hord, p. 41Hall & Hord, p. 41
Three Key QuestionsThree Key Questions
What does the innovation look like when it What does the innovation look like when it
is in use?is in use? What would I see in classrooms where it is What would I see in classrooms where it is
used well (and not so well)?used well (and not so well)? What will teachers and students be doing What will teachers and students be doing
when the innovation is in use?when the innovation is in use?
Hall & Hord, p. 49Hall & Hord, p. 49
Talking PointsTalking 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?
Change Facilitator (CF) StylesChange Facilitator (CF) Styles
InitiatorInitiator ManagerManager ResponderResponder
InitiatorInitiator
“ “push teachers, students, parents, and push teachers, students, parents, and personnel in the district office to support personnel in the district office to support the things that will help students learn, the things that will help students learn, teachers learn, and the school move teachers learn, and the school move forward.” forward.”
“ “focused on assessment, instruction, and focused on assessment, instruction, and curriculum.” curriculum.”
Hall & Hord, p. 131Hall & Hord, p. 131
ManagerManager
““do not rush in.”do not rush in.” “ “buy time, which they use to study buy time, which they use to study
and learn more about the change and learn more about the change and to consider whether they should and to consider whether they should have the school engage in it.”have the school engage in it.”
Hall & Hord, p. 133Hall & Hord, p. 133
ResponderResponder
““most willing to have others lead.”most willing to have others lead.”
“ “delay making decisions.”delay making decisions.”
Hall & Hord, p. 133Hall & Hord, p. 133
CF ProfileCF Profile
Concern for PeopleConcern for People Social/informalSocial/informal Formal/meaningfulFormal/meaningful
Organizational Organizational EfficiencyEfficiency
Trust in othersTrust in others Administrative Administrative
efficiencyefficiency
Strategic SenseStrategic Sense Day-to-DayDay-to-Day Vision and planningVision and planning
Hall & Hord, p. 138
Talking PointsTalking 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?
Principal’s Leadership and SupportPrincipal’s Leadership and Support
Is the principal an active and enthusiastic Is the principal an active and enthusiastic learner?learner? Is the principal an attentive participant in Is the principal an attentive participant in professional development activities?professional development activities? Is the principal open to new ideas and Is the principal open to new ideas and suggestions?suggestions? Does the principal work with teachers to Does the principal work with teachers to improve instructional practices? improve instructional practices? Guskey, p. 158 Guskey, p. 158
Questions About Collegial SupportQuestions About Collegial Support
Are colleagues engaged in active learning?Are colleagues engaged in active learning? Are teachers encouraged by their colleagues to Are teachers encouraged by their colleagues to learn about new ideas and strategies?learn about new ideas and strategies? Do teachers have opportunities to visit the Do teachers have opportunities to visit the classrooms of colleagues and observe their classrooms of colleagues and observe their teaching?teaching? Do teachers often collectively look at student Do teachers often collectively look at student data? data?
Guskey, p. 157Guskey, p. 157
Methods of Assessing Methods of Assessing Organization Support and ChangeOrganization Support and Change
Direct observationsDirect observations Analysis of district or school recordsAnalysis of district or school records Analysis of minutes from meetingsAnalysis of minutes from meetings QuestionnairesQuestionnaires Structured interviewsStructured interviews Personal learning logs and reflective Personal learning logs and reflective
journalsjournals Participant portfolios Participant portfolios Guskey, p. 173Guskey, p. 173
Concerns-Based Adoption Concerns-Based Adoption ModelModel
Stages of ConcernStages of Concern Change Facilitator Stages of Change Facilitator Stages of ConcernConcern Levels of UseLevels of Use Innovation Configuration MapInnovation Configuration Map
Hall & Hord, 2001Hall & Hord, 2001
Methods of Assessing Methods of Assessing Participants’ Participants’
Use of New Knowledge and SkillsUse of New Knowledge and Skills Direct observationsDirect observations Participant interviews or conferencingParticipant interviews or conferencing Supervisor interviews or conferencingSupervisor interviews or conferencing Student interviews or conferencingStudent interviews or conferencing QuestionnairesQuestionnaires Focus groupsFocus groups Implementation logs and reflective Implementation logs and reflective
journalsjournals Participant portfolios Participant portfolios Guskey, p. Guskey, p.
202202
Impact of Training ComponentsImpact of Training Components
Concept Understanding
Skill Attainment
Application/ Problem Solving
Theory 85% 15% 5-10%
Modeling
85% 18% 5-10%
Practice & Feedback
85% 80% 10-15%
Coaching (study groups)
90% 90% 80-90%
Joyce and Showers, 1988
Change Facilitator TeamChange Facilitator Team
““A key responsibility of all CF Team A key responsibility of all CF Team members is to continuously let the members is to continuously let the implementors know that the implementors know that the change/innovation is important, that change/innovation is important, that their efforts to implement it are their efforts to implement it are valued, and that there will be valued, and that there will be continuing backup and support.”continuing backup and support.”
Hall & Hord, p. Hall & Hord, p. 157157
Change Facilitator TeamChange Facilitator Team
SanctioningSanctioning Providing continued back upProviding continued back up Providing resourcesProviding resources Providing technical coachingProviding technical coaching MonitoringMonitoring Following upFollowing up
Change Facilitator TeamChange Facilitator Team
TrainingTraining ReinforcingReinforcing PushingPushing Telling othersTelling others Approving AdaptationsApproving Adaptations
Talking PointsTalking 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?
ReferencesReferencesHall, 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.
ReferencesReferences
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.
ReferencesReferencesHeck, 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.