Coachable Moments

1. Coachable Moments Using Theories of Change to Plan for Effective Coaching Conversations

2. Computer question • My Question • Carl • Linda • Jose

3. Five Phases of Professional Development

4. www.ncrel.org/sdrs/areas/issues/educatrs/profdevl/pd2fiph.htmwww.ncrel.org/sdrs/areas/issues/educatrs/profdevl/pd2fiph.htm

5. Five Phases of PD Handout • Think about your teacher colleagues • Try to identify one teacher at each of these Phases of Professional Development • For each teacher, identify 1-2 coaching actions that would support this teacher in this phase. • Turn and talk briefly with a partner about your responses.

6. What is CBAM? The Concerns-Based Adoption Model (CBAM) is a framework and set of tools for understanding and managing change in people. Created through a decade of research and development (Hall & Hord, 1987), CBAM has been in use for more than 25 years now.

7. Identifying Stages of Concern IMPACT TASK SELF Unrelated Hall & Hord, p. 63

8. Ways to Identify a Teacher’s Stage of Concern • Stages of Concern Questionnaire • Brief written response to prompt such as “What concerns do you have now about implementing this new instructional practice?” • Informal interview about teacher concerns

9. Looking at Stages of Concern Graphs • Look at the next two slides with a partner. • What is Teacher 1’s Stage of Concern? • What kind of conversation would be most helpful to Teacher 1? • The second chart includes Teacher 2. What kind of coaching would be most helpful to Teacher 2? Compare this to Teacher 1. • Share out with table.

10. Consequence Collaboration Refocusing Management Personal Informational Awareness 100 Relative Intensity 80 60 40 20 0 0 1 2 3 4 5 6 Stages of Concern

11. Consequence Collaboration Refocusing Management Personal Informational Awareness 100 Relative Intensity 80 60 40 20 0 0 1 2 3 4 5 6 Stages of Concern

12. Interventions Hall, George, & Rutherford, 1986

13. Where Are These Teachers On the Continuum of Stages of Concern? • Read the concerns of teachers in Examples 1, 2 and 3. • Identify the teacher’s Stage of Concern. • Describe how you would coach this teacher. • Discuss your idea with a partner.

14. Example 1 When I think about how this innovation may influence how others see me as a professional I wonder whether I want to become involved in it. I might have very little to say about how the innovation is implemented or who I would have to work with. I’m just not sure how it would fit in with the way I enjoy doing things, nor do I know how I’d be expected to change if we really get involved with this innovation.

15. Example 2 Some of the students just don’t seem to be catching on to this new individualized approach. They seem to need more monitoring, closer supervision, and less distractions. I wonder if my aide might concentrate more on them as a group, and if that might help.

16. Example 3 Almost every night I wonder if I’ll be able to locate and organize the material I will be using the next day. I can’t yet prevent surprises that cause a lot of wasted time. I am not yet able to anticipate what things I need to requisition for next week. I feel inefficient when I think about my use of the innovation.

17. 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

18. Levels of Use • This framework identifies if person is a user or nonuser . . . • Three nonuse levels • Five use levels

19. Hall & Hord, p. 82

20. Where Are These Teachers on the Levels of Use Continuum? • Look at the Examples. • Decide where each teacher is on the Levels of Use continuum. • Discuss your idea with a partner, and decide what your coaching step would be for each teacher. • Be ready to share.

21. Example 1 The teacher has made various attempts to get the new science equipment ready for the next day’s class without too much success. He’s going to experiment with a grocery cart so he doesn’t have to make so many trips around the room.

22. Example 2 Six weeks ago she made up and began to use a self-checking system for her spelling program, so her pupils who can move more rapidly don’t have to wait for her.

23. Example 3 Her math modules are organized and she tested them out in class last year. She will use them just like she did then-they were quite successful.

24. Reflecting on Using Frameworks of Change to Guide Coachable Moments Identify Your Current Phase of PD: • Building a Knowledge Base • Observing Models • Reflecting on Your Practice • Changing Practice • Sharing Expertise

25. Reflecting on Using Frameworks of Change to Guide Coachable Moments Identify your Current Stage of Concern • Awareness • Informational • Personal • Management • Consequence • Collaboration • Refocusing

26. Reflecting on Using Frameworks of Change to Guide Coachable Moments Identify your Current Level of Use • Nonuse • Orientation • Preparation • Mechanical • Routine • Refinement • Integration • Renewal

27. Apply to your Action Plan What will you add to your Action Plan about using Frameworks for Change? How will you get support to use these new ideas?

28. Extra Slides on Stages of Concern Strategies for Addressing Different Stages of Concern By specific Stage of Concern

29. Strategies for AddressingStage 0: Awareness Concerns • Involve teachers in discussions and decisions about the innovation and its implementation. • Share enough information to engage interest but not to overwhelm. • Acknowledge that a lack of awareness is expected and reasonable and that no questions about the innovation are foolish. • Encourage unaware people to talk with colleagues who know about the innovation. • Take steps to minimize gossip and inaccurate sharing of information about the innovation.

30. Strategies for AddressingStage 1: Informational Concerns • Provide clear and accurate information about the innovation. • Share information in a variety of ways - verbally, in writing, through any available media. Communicate with individuals and small and large groups. • Have people who have used the innovation in other school districts visit your school or arrange to visit them. • Help advisory teachers see how the innovation relates to their current practices, highlighting both similarities and differences. • Be enthusiastic and enhance the visibility of others who are excited about the innovation.

31. Strategies for AddressingStage 2: Personal Concerns • Legitimize the existence and expression of personal concerns. Knowing these concerns are common and that others have them can be comforting. • Use personal notes and conversations to encourage individuals and reinforce people's sense of adequacy. • Connect teachers with others whose personal concerns have diminished and who can be supportive. • Show how the innovation can be implemented in small steps rather than as one big leap. Establish realistic and attainable expectations. • Do not push use of innovation, but encourage and support it while maintaining expectations.

32. Strategies for AddressingStage 3: Management Concerns • Clarify the steps and components of the innovation. • Provide answers that address the small specific "how to" issues that often produce management concerns. • Demonstrate exact and practical solutions to the logistical problems that contribute to these concerns. • Help implementers sequence specific activities and set timelines for their accomplishment. • Attend to the immediate demands of the innovation, not what could happen in the future.

33. Strategies for AddressingStage 4: Consequence Concerns • Provide these teachers with opportunities to visit other schools using the innovation. • Encourage these teachers to attend conferences or workshops on the program. • Don’t overlook these teachers. Give them positive feedback and needed support. • Find opportunities for these teachers to share their skills with others. • Share information obtained through process or outcome evaluations.

34. Strategies for AddressingStage 5: Collaborative Concerns • Provide opportunities to develop skills for working collaboratively. • Bring together people, both within and outside the school, who are interested in collaboration. • Help the collaborators establish reasonable expectations and guidelines for the collaborative effort. • Have these teachers provide support to others who need assistance. • Encourage collaboration, but don't force it on those who are not interested.

35. Strategies for AddressingStage 6: Refocusing Concerns • Respect and encourage interest in finding a better way. • Provide information about the core elements of the innovation - those elements that must be maintained in order to ensure effective outcomes. • Help individuals channel their ideas and energies into productive, rather than counterproductive, activities. • Encourage people to voice their concerns to you, so that you can support finding solutions together. • Provide individuals with the training and resources they need to refine their ideas and implement their ideas. • Recognize and accept the fact that some individuals may replace or significantly modify the existing programs.