Afternoon Learning Partners

1. Afternoon Learning Partners • Find your Fall partner. • Sit together at a table with another pair of Fall partners.

2. CBAM:Stages of Concern

3. Change 5 Things • Select a partner, stand up facing that person, and carefully look each other over. • Turn back-to-back and change five things about your appearance. • Turn back to face each other and identify the changes each partner made. • Turn back-to-back again and change five more things. • Turn back to face each other and identify the changes each partner made.

4. What did we learn and experience? • How did you feel? • People respond to change differently. • How many of you took something off? Put something on? • People think of change as a loss – as having to give up something rather than to enhance what they are already doing. • How many of you exchanged something with your partner or someone else in the room? • People think of change as something they have to do alone.

5. What did we learn and experience? • How many of you ran out of things to change? • People think they do not have enough resources. • In what ways were the second changes you made different from the first? • People will often change superficially first; only when deep change is required and supported will it happen. • Do the second set of changes you made still exist? Or, have you changed them back to result in your original appearance? • Changes don’t remain unless people pay attention to sustaining them.

6. IM- 6. REFOCUSING PA- 5. COLLABORATION CT 4. CONSEQUENCE TASK 3. MANAGEMENT SE- 2. PERSONAL LF 1. INFORMATIONAL 0. AWARENESS I have some ideas about something that would work even better. How can I relate what I am doing to what others are doing? What impact am I having? How can I refine it to have more impact? I seem to be spending all my time getting materials ready. How will using it affect me? I would like to know more about it. I am not concerned about it. STAGES OF CONCERN EXPRESSIONS

7. Examples of Concerns When I think about using problem-based instruction, I wonder whether I want to become involved. I might have little to say about what or how I teach or who I 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 I really got involved with this kind of teaching.

8. Examples of Concerns Almost every night I wonder if I’ll be able to locate and organize the materials I will be using the next day. I seem to encounter “surprises” every day that cause a lot of wasted time. I can’t anticipate what things I will need to requisition in time for the lessons.

9. Examples of Concerns I am teaching the new unit, but some of the students just don’t seem to be catching on; they’re just not used to doing problem-based learning. They seem out of control, maybe a little distracted. I wonder what I can do to help them focus on their work.

10. Gathering SoC Data • The One-legged Interview, pp. 145 - 146 • Open-ended Statement, pp. 146 - 147 • The SoC Questionnaire, pp. 147 - 148

11. Open-ended Statements • At your tables, read and score the concerns statements for Teachers A through E. • Consult SoC Definitions: page 140 • Identify the most common or prevalent concern for each teacher. • Report Out

12. SoC Questionnaire • 35-item, valid and reliable questionnaire • pp. 279 - 282 • Results in raw scores and percentiles • p. 284 and Handout • Can be used to create concerns profiles • p. 143, 149, 150, 152

13. Analyzing SoCQ Data The UMELA School District has collected SoCQ data from six schools, five mathematics teachers at each school. There is a districtwide focus on curriculum implementation of a new standards-based mathematics program. This new program is different from what has typically been used in most classrooms -- a textbook-based program. For each teacher, use the raw score for each stage to identify the percentile score. As a group, create a school profile for the 5 teachers on chart paper, using colored markers to create each profile on one graph.

14. Example of School Profile for 5 Teachers

15. Using SoCQ Data • Based on your school’s profile, discuss: • What inferences and interpretations can you make of each teacher’s profile? • How might you use these data to inform your professional development program to address the teachers’ concerns? • What “interventions” might be needed for individual teachers? • Consult the Handout Stages of Concern Overview and Interventions for ideas • Report out from each group.

16. Looking Across the District • Several approaches to addressing teachers’ needs: • Individual profile analysis • School profile analysis • “Peak” concerns analysis • Using SoCQ percentile data for each teacher, identify each teacher’s highest stage score and tally the number of teachers • Use the “peak” concerns data to differentiate interventions and professional development for groups of teachers

17. Peak Concerns Analysis

18. Professional Development Design Framework

19. SoCQ and PD Evaluation • Administer SoCQ at the beginning, during, and at the end of a professional development initiative to gauge changes over time. • Use the data to assess effectiveness of PD program and its impact on teachers.

20. Two Year Movement of Teachers’ Concerns about Teaming: Peak Concerns Measuring Implementation in Schools: The Stages of Concern Questionnaire, SEDL, 2006, p. 19

21. Personal Reflection • What insights are you gaining about the stages people move through as they make changes in their practices? • What questions arise for you as you think about Stages of Concern?

22. Team Time As a district team, discuss: • How might you use Stages of Concerns in your work leading the change initiative you have identified?

23. Feedback “Gots and Needs” • Help us reflect on the day and plan for tomorrow by writing at least one thing you “Got” today and one thing you still “Need.” • Post on the Chart as you leave.