The slides from the workshop, February 9, 2022 will focus on 2 change models. Concerns Based Adoption Model (CBAM) and the Diffusion of Innovation.

1. Understanding and
Managing Educational
Change
Raymond Rose

2. Raymond Rose
Ray@rose-smith.com
RRose@txdla.org
512.791.3100
These slides are at
Slideshare.net/raymondrose
Blog:
RMRose.blogspot.com

3. Why are you here?
In chat:
Please describe your change project (in one
sentence)
or
the main reason you’re in this session.

4. Elevator Pitch
• Have a hook. The objective of the first ten or fifteen seconds is to have
your audience want to listen to the next forty-five or fifty seconds
differently, more intently than they would have otherwise.
• Keep it short. Be succinct. An adult's attention span is eight seconds, so
be sure to give just enough information (and more importantly perhaps the
right information) so that after only hearing a sentence or two, someone
knows what you do - and if it's a pitch, what you need.

5. The 3 Sentence Elevator Pitch

6. The 3 Sentences:
1. A statement of the problem you can solve.
2. Your solution.
3. Evidence of previous success.

7. Example:
I’m an Online Learning Evangelist
While lots of organizations are interested in developing
online education, most do not understand that a high
quality online educational program requires a different
type of pedagogy.
1

8. I helped to create the country’s first virtual high school
over a decade ago, and since that time have directed
cutting edge online professional development projects
that use the online pedagogy we developed.
2

9. There is research showing high quality online instruction
is as good or better than traditional face-to-face
instruction, and our model of online instruction has
been copied because it has been proven to be effective
and of high quality.
3

10. Your Turn
• Write a 3-sentence elevator pitch for your change
project.
1. A statement of the problem you can solve.
2. Your solution.
3. Evidence of previous success.

11. Change Models for this Session
•Concerns Based Adoption Model (CBAM)
•Diffusion of Innovation

12. Understanding
and Managing
Change:
A Board Game
Simulation
Raymond Rose

14. The Components
• Gameboard – The Veryfine School District
• Player Pieces (A-X)
• People Cards (A-X)
• Bits (42 -- represent Time, Money, Effort,
Materials, etc)
• Player Instructions
• Activity Sheet
• Strategy Record Sheet
• StuBens

15. Questions and Comments

17. Adopter Types
based on
Evertt Rogers
Adopter Types

18. Adopter Types
Adapted from Rogers, Everett, Diffusion of Innovations 1971
• IINNOVATOR: eagar to try new ideas, open to change, and willing to
take risks; usually perceived as naïve or a little crazy , and therefor not
well integrated in the social structure (8%)
• LEADER: open to change, but more thoughtful about getting involved:
trusted by other staff and sought for advice and opinions (17%)
• EARLY MAJORITY: cautious and deliberate about deciding to adopt an
innovation; tends to be a follower not a leader (29%)
• LATE MAJORITY: skeptical of adopting new ideas and “set in their
ways:” can be won over by a combination of peer pressure and
administrative expectations. (29%)
• RESISTER: suspicious and generally opposed to new ideas: Usually low
in influence and often isolated from the mainstream (17%)

20. https://www.roymorgan.com/findings/6947-technology-early-adopters-are-pioneers-for-many-things-june-2016-201609011503
The Technology Adoption Segments Curve

21. Questions and Comments

22. CBAM: The Concerns-Based Adoption Model
https://www.air.org/resource/cbam-concerns-based-adoption-model

23. Assumptions of CBAM
Change:
– is a PROCESS, not an event
– is made by INDIVIDUALS first, then institutions
– is a highly PERSONAL experience
– entails DEVELOPMENTAL growth in feeling and skills
Interventions must be related to:
– the PEOPLE first
– the INNOVATION second

25. The Equitable School
Continuum
by: Raymond M. Rose, Frances A. Kolb, and Nancy Barra-Zuman
1991
The Equitable School Continuum was developed to be used in any school. The companion instrument, the Profile of an
Equitable Classroom, also developed by The NETWORK, Inc., describes an equitable classroom.
This instrument begins to answer the question "What does an equitable school look like?"
The components of an equitable school are those elements that we can see or hear; that is, they are measurable and observable.
Components:
Physical Environment
Curriculum
Extra-Curricular and Co-Curricular offerings
Role Models
Student Assignment
Behavior Management
Student Support
Administrative Oversight

34. CBAM: The Concerns-Based Adoption Model
https://www.air.org/resource/cbam-concerns-based-adoption-model

35. Questions and Comments

36. Change Learnings
• Change takes time and persistence
• Individuals go thought the stages in
the change process and have
different needs at different stages
• Change strategies are most
effective when the are chosen to
meet people’s needs
• Administrative support and
approval is needed for change to
occur
• Developing a critical mass of
support is just as important as
developing administrative support
• In individual or committee must
take responsibility for organizing
and managing the change
• The objective is to benefit students
not just convert staff
• Successful change is PLANNED and
MANAGED.

37. Raymond Rose
Ray@rose-smith.com
RRose@txdla.org
512.791.3100
These slides are at
Slideshare.net/raymondrose
Blog:
RMRose.blogspot.com