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Welcome Back

Welcome Back. Review Day 1 Feedback on the Day Day 2 Goals Getting Organized for Learning: Seasonal Partners. Tools for Leading Change: Concerns-Based Adoption Model. Goals for Today.

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Welcome Back

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  1. Welcome Back • Review Day 1 Feedback on the Day • Day 2 Goals • Getting Organized for Learning: Seasonal Partners

  2. Tools for Leading Change:Concerns-Based Adoption Model

  3. Goals for Today • Build understanding of the stages people move through as they use an innovation and the interventions that help at different stages • Learn to use the Concerns-Based Adoption Model’s tools for planning, leading, and evaluating educational change

  4. Seasonal Partners • Summer • Fall • Winter • Spring

  5. Seasonal Partners • Find your Summer Buddy • Join with another Pair of Summer Buddies • Sit together at a table

  6. Assumptions: Concerns-Based Adoption Model • CHANGE: • Is a PROCESS, not an event • Is made by INDIVIDUALS first, then institutions • Is a highly PERSONAL experience • Entails DEVELOPMENTAL growth in feelings and skills

  7. A Dozen Change Principles • Review the Change Principles on pages 4 -14. • Identify three you would like to discuss. • Read and go to the station for your first choice to discuss. • Change to next choice when time is called.

  8. Assumptions: Concerns Based Adoption Model (cont.) • INTERVENTIONS MUST BE RELATED TO: • The PEOPLE first • The INNOVATION second

  9. Concerns Based Adoption Model: 3 Parts • Innovation Configurations (IC) • Stages of Concern (SoC) • Levels of Use (LoU)

  10. Concerns-Based Adoption Model Probing I I I Stages of Concern Users and Non- Users Resource System Change Team Levels of Use I I I Innovation Configur- ations I I I I I Intervening Environment

  11. Leaders’ Role • Clarify what is expected • Assess and pay attention to where people are • Match interventions to where people are in the stage of change

  12. Innovation Configuration • IC is a standardized description of an innovation that includes: • Component with a clear description of different ways of doing the component • Descriptions are on a continuum from high quality use to non-use or “unacceptable” use • ICs clarify and communicate what an innovation entails and the expectations for use.

  13. Some Examples • Turn to p. 116: one component example; indicator is quantitative--number of units taught • Turn to p. 120 & 121: more complex example; with desired behaviors of students as the quality measure

  14. ICs Show Variation in Practice

  15. Reading • With learning buddy, read pages 110-111 Discuss: Why is it important to have a clearly defined innovation when making changes in schools? • Together read pages 113: Innovation Configurations as a Concept to top of page 117 Discuss: What is an Innovation Configuration Map and how might this tool help you?

  16. IC Maps • Discuss: How can a clear vision of an innovation serve as a road map to successful implementation? • How might you use an IC for vision-building? To guide implementation? For evaluation?

  17. Practice with an IC • Move into District Teams • As a Team (or sub teams) • Identify and agree on an Innovation and one Component within the innovation that you would like to map. Use the guided questions and handout to sketch out your IC.

  18. Questions to Guide You • What does the innovation look like when it is in use? • What would I observe in a classroom that is using the innovation well? (and not as well)? • What will teachers and students be doing when the innovation is in use?

  19. Create an Innovation Configuration • Using the Innovation and Component your team identified: • Create a partial IC on just one component • Label the component • Discuss and document your responses to the questions on the bottom of page 126. • Write out your Partial IC on chart paper to share • If you have time, move on to another component • As a team, discuss the process of developing your IC. How did it work for you? How can you use the IC in your work?

  20. Report • How did the process work? What was difficult? Confusing? What worked well? • What questions do you have about developing ICs?

  21. Reflections • Personal Reflection • What insights are you gaining about how an IC can guide your work in leading mathematics education?

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