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Using CBAM When Planning and Implementing New Practices

Using CBAM When Planning and Implementing New Practices. Definition of Concern. “The composite representation of the feelings, preoccupation, thought, and consideration given to a particular issue or task is called concern .” Hall & Hord, p. 61. Stages of Concern.

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Using CBAM When Planning and Implementing New Practices

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  1. Using CBAM When Planning and Implementing New Practices

  2. Definition of Concern “The composite representation of the feelings, preoccupation, thought, and consideration given to a particular issue or task is called concern.” Hall & Hord, p. 61

  3. Stages of Concern • One-legged interview • Open-ended concerns statement • Stages of Concern questionnaire

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

  5. One-Legged Interview • Begin with open-ended questions • How is it going? • What are you doing with (innovation)? • How do you feel about the “innovation”? • Probe to clarify understanding • Tell me what you mean by … • Give me an example of …

  6. Open-Ended Statement “When you think about [innovation] what concerns do you have? Please be frank, and answer in complete sentences.” Hall & Hord, p. 68

  7. Stages of Concern Questionnaire • SoCQ - 35-item questionnaire • Valid and reliable instrument • SoC Quick Scoring Device • Technical manual to assist in scoring and interpreting information • Capability of developing concern profile over time Hall & Hord, p. 69; Hall et al., 1979

  8. 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

  9. 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

  10. Interpreting Concern Profile Identify the peaks and valleys . . . • Peaks – intense concerns • Valleys – little or no concerns Identify potential intervention activities . . .

  11. Interventions Hall, George, & Rutherford, 1986

  12. Talking 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?

  13. 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

  14. Levels of Use • Identify if person is a user or nonuser . . . • Three nonuse levels • Five use levels

  15. Hall & Hord, p. 82

  16. Assessing Individual’s Level of Use • LoU Branching Interview • Quick assessment of a person’s LoU • LoU Focused Interview • In-depth interview by a certified interviewer and analyzed using a specific matrix

  17. LoU Branching Interview Are you currently looking for information about the innovation? No – LoU O, I Have you decided to use it and set a date to begin use? II Yes No - LoU 0, I, II Are you using the innovation? III User-Oriented Yes – LoU III, IVA, IVB, V, VI IVA What kinds of changes are you making in your use of the innovation? Nothing Unusual No – LoU IVB, VI IVB No 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? VI Impact-Oriented – LoU IVB, V, VI Yes V No Hall & Hord, p. 89 Yes – LoU V

  18. Categories for Levels of Use Hall & Hord, p. 90

  19. Talking 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?

  20. Innovation Configuration (IC) Map “The IC map is composed of ‘word picture’ descriptions of the different operational forms of an innovation or change.” Hall & Hord, p. 41

  21. Three Key Questions • What does the innovation look like when it is in use? • What would I see in classrooms where it is used well (and not so well)? • What will teachers and students be doing when the innovation is in use? Hall & Hord, p. 49

  22. Talking 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?

  23. Change Facilitator (CF) Styles • Initiator • Manager • Responder

  24. Initiator • “push teachers, students, parents, and personnel in the district office to support the things that will help students learn, teachers learn, and the school move forward.” • “focused on assessment, instruction, and curriculum.” Hall & Hord, p. 131

  25. Manager • “do not rush in.” • “buy time, which they use to study and learn more about the change and to consider whether they should have the school engage in it.” Hall & Hord, p. 133

  26. Responder • “most willing to have others lead.” • “delay making decisions.” Hall & Hord, p. 133

  27. CF Profile Hall & Hord, p. 138

  28. Talking 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?

  29. Principal’s Leadership and Support • Is the principal an active and enthusiastic learner? • Is the principal an attentive participant in professional development activities? • Is the principal open to new ideas and suggestions? • Does the principal work with teachers to improve instructional practices? Guskey, p. 158

  30. Questions About Collegial Support • Are colleagues engaged in active learning? • Are teachers encouraged by their colleagues to learn about new ideas and strategies? • Do teachers have opportunities to visit the classrooms of colleagues and observe their teaching? • Do teachers often collectively look at student data? Guskey, p. 157

  31. Methods of Assessing Organization Support and Change • Direct observations • Analysis of district or school records • Analysis of minutes from meetings • Questionnaires • Structured interviews • Personal learning logs and reflective journals • Participant portfolios Guskey, p. 173

  32. Concerns-Based Adoption Model • Stages of Concern • Change Facilitator Stages of Concern • Levels of Use • Innovation Configuration Map • Hall & Hord, 2001

  33. Methods of Assessing Participants’ Use of New Knowledge and Skills • Direct observations • Participant interviews or conferencing • Supervisor interviews or conferencing • Student interviews or conferencing • Questionnaires • Focus groups • Implementation logs and reflective journals • Participant portfolios Guskey, p. 202

  34. Impact of Training Components

  35. Change Facilitator Team “A key responsibility of all CF Team members is to continuously let the implementors know that the change/innovation is important, that their efforts to implement it are valued, and that there will be continuing backup and support.” Hall & Hord, p. 157

  36. Change Facilitator Team • Sanctioning • Providing continued back up • Providing resources • Providing technical coaching • Monitoring • Following up

  37. Change Facilitator Team • Training • Reinforcing • Pushing • Telling others • Approving Adaptations

  38. Talking 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?

  39. References Hall, 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.

  40. References 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.

  41. References Heck, 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.

  42. Reflection 3 important things I’ve learned … 2 ideas/thoughts I would like to share with others … 1 action I will take immediately is …

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