Using CBAM When Planning and Implementing New Practices
Definition of  Concern <ul><li>“The composite representation of the feelings, preoccupation, thought, and consideration gi...
Stages of Concern <ul><li>One-legged interview </li></ul><ul><li>Open-ended concerns statement </li></ul><ul><li>Stages of...
Identifying Stages of Concern IMPACT TASK SELF Hall & Hord, p. 63 I am not concerned about it. Stage 0: Awareness I would ...
One-Legged Interview <ul><li>Begin with open-ended questions </li></ul><ul><ul><li>How is it going? </li></ul></ul><ul><ul...
<ul><li>Accuracy </li></ul><ul><li>Interview can take  </li></ul><ul><li>place anywhere/anytime </li></ul><ul><li>(e.g., f...
Open-Ended Statement <ul><li>“When you think about [innovation] what concerns do you have?  Please be frank, and  answer i...
<ul><li>Inconsistency in the </li></ul><ul><li>length and depth of </li></ul><ul><li>completion of concern </li></ul><ul><...
Stages of Concern Questionnaire <ul><li>SoCQ - 35-item questionnaire </li></ul><ul><li>Valid and reliable instrument </li>...
Awareness Informationa l Personal Management Consequence Collaboration Refocusing 100 80 60 40 20 0 0 1 2 3 4 5 6 Stages o...
Awareness Informationa l Personal Management Consequence Collaboration Refocusing 100 80 60 40 20 0 0 1 2 3 4 5 6 Stages o...
Interpreting Concern Profile <ul><li>Identify the peaks and valleys . . . </li></ul><ul><li>Peaks  – intense concerns </li...
Interventions Hall, George, & Rutherford, 1986 <ul><li>Involve teachers in discussion and decisions </li></ul><ul><li>Give...
Talking Points <ul><li>Think about planning a professional development workshop in your district . . . </li></ul><ul><li>H...
Comparison of SoC and LoU <ul><li>“ Stages of Concern  (SoC) addresses the  affective  side of change – people’s reactions...
Levels of Use <ul><li>Identify if person is a user or  </li></ul><ul><li>nonuser . . . </li></ul><ul><ul><li>Three nonuse ...
Hall & Hord, p. 82 Explores new and different ways to implement innovation 6  Renewal Integrates innovation with other ini...
Assessing Individual’s Level of Use <ul><li>LoU Branching Interview </li></ul><ul><ul><li>Quick assessment of a person’s L...
LoU Branching Interview Are you using  the innovation? Have you decided to  use it and set a date to begin use? What kinds...
Categories for Levels of Use Hall & Hord, p. 90 Operationalizes the actions and activities of innovation Performing Descri...
Talking Points <ul><li>Think about teachers in your district implementing new knowledge and skills . . . </li></ul><ul><li...
Innovation Configuration  (IC)  Map <ul><li>“ The IC map is composed of ‘word picture’ descriptions of the different opera...
Three Key Questions <ul><li>What does the innovation look like when it  </li></ul><ul><li>is in use? </li></ul><ul><li>Wha...
Talking Points <ul><li>Think about planning and implementing a professional development program in your district . . . </l...
Change Facilitator (CF) Styles <ul><li>Initiator </li></ul><ul><li>Manager </li></ul><ul><li>Responder </li></ul>
Initiator <ul><li>“push teachers, students, parents, and personnel in the district office to support the things that will ...
Manager <ul><li>“ do not rush in.” </li></ul><ul><li>“ buy time, which they use to study and learn more about the change a...
Responder <ul><li>“ most willing to have others lead.” </li></ul><ul><li>“ delay making decisions.” </li></ul><ul><li>Hall...
CF Profile Hall & Hord, p. 138 <ul><li>Day-to-Day </li></ul><ul><li>Vision and planning </li></ul>Strategic Sense <ul><li>...
Talking Points <ul><li>Think about the success of implementing a professional development program in your district . . . <...
Principal’s Leadership and Support <ul><li>Is the principal an active and enthusiastic  </li></ul><ul><li>learner? </li></...
Questions About Collegial Support <ul><li>Are colleagues engaged in active learning? </li></ul><ul><li>Are teachers encour...
Methods of Assessing  Organization Support and Change <ul><li>Direct observations </li></ul><ul><li>Analysis of district o...
Concerns-Based Adoption Model <ul><li>Stages of Concern </li></ul><ul><li>Change Facilitator Stages of  </li></ul><ul><li>...
Methods of Assessing Participants’  Use of New Knowledge and Skills <ul><li>Direct observations </li></ul><ul><li>Particip...
Impact of Training Components
Change Facilitator Team <ul><li>“A key responsibility of all CF Team members is to continuously let the implementors know ...
Change Facilitator Team <ul><li>Sanctioning </li></ul><ul><li>Providing continued back up </li></ul><ul><li>Providing reso...
Change Facilitator Team <ul><li>Training </li></ul><ul><li>Reinforcing </li></ul><ul><li>Pushing </li></ul><ul><li>Telling...
Talking Points <ul><li>Think about the role of the Change Facilitator Team in your district . . . </li></ul><ul><li>Who ar...
References <ul><li>Hall, G. & George, A. (1999). The impact of principal Change Facilitator Style on school and classroom ...
References <ul><li>Hall, G. & Hord, S. (2001).  Implementing change: Patterns, principles, and potholes.  Boston, MA: Ally...
References <ul><li>Heck, S., Stiegelbauer, S., Hall, G., & Loucks, S. (1981).  Measuring innovation configurations: Proced...
Reflection <ul><li>3   important things I’ve learned … </li></ul><ul><li>2   ideas/thoughts I would like to share with  </...
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Cbam

  1. 1. Using CBAM When Planning and Implementing New Practices
  2. 2. Definition of Concern <ul><li>“The composite representation of the feelings, preoccupation, thought, and consideration given to a particular issue or task is called concern .” </li></ul><ul><li>Hall & Hord, p. 61 </li></ul>
  3. 3. Stages of Concern <ul><li>One-legged interview </li></ul><ul><li>Open-ended concerns statement </li></ul><ul><li>Stages of Concern questionnaire </li></ul>
  4. 4. Identifying Stages of Concern IMPACT TASK SELF Hall & Hord, p. 63 I am not concerned about it. Stage 0: Awareness I would like to know more about it. Stage 1: Informational How will using it affect me? Stage 2: Personal I seem to be spending all of my time getting materials ready. Stage 3: Management How is my use affecting clients? Stage 4: Consequence I am concerned about relating what I am doing with what my co-workers are doing. Stage 5: Collaboration I have some ideas about something that would work even better. Stage 6: Refocusing Expressions of Concern Stages of Concern
  5. 5. One-Legged Interview <ul><li>Begin with open-ended questions </li></ul><ul><ul><li>How is it going? </li></ul></ul><ul><ul><li>What are you doing with (innovation)? </li></ul></ul><ul><ul><li>How do you feel about the “innovation”? </li></ul></ul><ul><li>Probe to clarify understanding </li></ul><ul><ul><li>Tell me what you mean by … </li></ul></ul><ul><ul><li>Give me an example of … </li></ul></ul>
  6. 6. <ul><li>Accuracy </li></ul><ul><li>Interview can take </li></ul><ul><li>place anywhere/anytime </li></ul><ul><li>(e.g., face-to-face, over </li></ul><ul><li>the phone, e-mail) </li></ul><ul><li>Facilitator shows </li></ul><ul><li>interest and support of </li></ul><ul><li>what teacher is doing </li></ul>Disadvantages Advantages
  7. 7. Open-Ended Statement <ul><li>“When you think about [innovation] what concerns do you have? Please be frank, and answer in complete sentences .” </li></ul><ul><li>Hall & Hord, p. 68 </li></ul>
  8. 8. <ul><li>Inconsistency in the </li></ul><ul><li>length and depth of </li></ul><ul><li>completion of concern </li></ul><ul><li>statements by different </li></ul><ul><li>teachers </li></ul><ul><li>Concerns written in </li></ul><ul><li>teacher’s own words </li></ul><ul><li>Concern statement </li></ul><ul><li>used any time </li></ul><ul><li>Input given by </li></ul><ul><li>teachers prior to assist </li></ul><ul><li>in planning of workshop </li></ul>Disadvantages Advantages
  9. 9. Stages of Concern Questionnaire <ul><li>SoCQ - 35-item questionnaire </li></ul><ul><li>Valid and reliable instrument </li></ul><ul><li>SoC Quick Scoring Device </li></ul><ul><li>Technical manual to assist in scoring </li></ul><ul><li>and interpreting information </li></ul><ul><li>Capability of developing concern profile </li></ul><ul><li>over time </li></ul><ul><li>Hall & Hord, p. 69; Hall et al., 1979 </li></ul>
  10. 10. Awareness Informationa l Personal Management Consequence Collaboration Refocusing 100 80 60 40 20 0 0 1 2 3 4 5 6 Stages of Concern Relative Intensity
  11. 11. Awareness Informationa l Personal Management Consequence Collaboration Refocusing 100 80 60 40 20 0 0 1 2 3 4 5 6 Stages of Concern Relative Intensity
  12. 12. Interpreting Concern Profile <ul><li>Identify the peaks and valleys . . . </li></ul><ul><li>Peaks – intense concerns </li></ul><ul><li>Valleys – little or no concerns </li></ul><ul><li>Identify potential intervention activities . . . </li></ul>
  13. 13. Interventions Hall, George, & Rutherford, 1986 <ul><li>Involve teachers in discussion and decisions </li></ul><ul><li>Give permission not to know </li></ul>Stage 0, Awareness <ul><li>Provide clear and accurate information </li></ul><ul><li>Relate changes to current practices </li></ul>Stage 1, Informational <ul><li>Address potential personal concerns directly </li></ul><ul><li>Implement changes progressively over time </li></ul>Stage 2, Personal <ul><li>Answer specific “how to” questions </li></ul><ul><li>Avoid considering future impact at this time </li></ul>Stage 3, Management <ul><li>Provide positive feedback and needed support </li></ul><ul><li>Provide opportunities for teachers to share </li></ul><ul><li>knowledge and skills </li></ul>Stage 4, Consequence <ul><li>Provide opportunities to develop skills needed to </li></ul><ul><li>work collaboratively </li></ul><ul><li>Rearrange schedules so people can collaborate </li></ul>Stage 5, Collaboration <ul><li>Respect and encourage teacher interests </li></ul><ul><li>Channel their ideas and energies; act on their </li></ul><ul><li>concerns. </li></ul>Stage 6, Refocusing
  14. 14. Talking Points <ul><li>Think about planning a professional development workshop in your district . . . </li></ul><ul><li>How were the teachers’ concerns identified? </li></ul><ul><li>How did the workshop match the concerns of the </li></ul><ul><li>individuals? </li></ul>
  15. 15. Comparison of SoC and LoU <ul><li>“ Stages of Concern (SoC) addresses the affective side of change – people’s reactions, feelings, perceptions, and attitudes.” </li></ul><ul><li>“ Levels of Use (LoU) has to do with behaviors and portrays how people are acting with respect to specified change.” </li></ul><ul><ul><li>Hall & Hord, p. 81 </li></ul></ul>
  16. 16. Levels of Use <ul><li>Identify if person is a user or </li></ul><ul><li>nonuser . . . </li></ul><ul><ul><li>Three nonuse levels </li></ul></ul><ul><ul><li>Five use levels </li></ul></ul>
  17. 17. Hall & Hord, p. 82 Explores new and different ways to implement innovation 6 Renewal Integrates innovation with other initiatives; does not view it as an add-on; collaborates with others 5 Integration Begins to explore ways for continuous improvement 4B Refinement Comfortable will innovation and implements it as taught 4A Routine Concerned about mechanics of implementation 3 Mechanical Begins to plan ways to implement the innovation 2 Preparation Begins to gather information about the innovation 1 Orientation No interest shown in the innovation; no action taken 0 Non-Use Behaviors Associated with LoU Levels of Use
  18. 18. Assessing Individual’s Level of Use <ul><li>LoU Branching Interview </li></ul><ul><ul><li>Quick assessment of a person’s LoU </li></ul></ul><ul><li>LoU Focused Interview </li></ul><ul><ul><li>In-depth interview by a certified interviewer and analyzed using a specific matrix </li></ul></ul>
  19. 19. LoU Branching Interview Are you using the innovation? Have you decided to use it and set a date to begin use? What kinds of changes are you making in your use of the innovation ? Are you currently looking for information about the innovation? II III IVA 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? IVB VI V Hall & Hord, p. 89 No - LoU 0, I, II Yes – LoU III, IVA, IVB, V, VI Yes No – LoU O, I User-Oriented Nothing Unusual Impact-Oriented – LoU IVB, V, VI No – LoU IVB, VI Yes – LoU V No Yes No
  20. 20. Categories for Levels of Use Hall & Hord, p. 90 Operationalizes the actions and activities of innovation Performing Describes personal level of implementation Status Reporting Designs and outlines short- and long-term outcomes (i.e., aligns resources, collaborates, schedules activities) Planning Examines implementation as well as collecting and analyzing data Assessing Collaborates with others (e.g., sharing plans, ideas, resources, problem solving) Sharing Solicits information in a variety of ways (e.g., resource persons, printed materials, site visits, Acquiring Information Knows about the innovation, how to use it, and consequences of its use. Knowledge
  21. 21. Talking Points <ul><li>Think about teachers in your district implementing new knowledge and skills . . . </li></ul><ul><li>How were the teachers’ levels of use identified? </li></ul><ul><li>How does the teachers’ levels of use impact student </li></ul><ul><li>achievement? </li></ul>
  22. 22. Innovation Configuration (IC) Map <ul><li>“ The IC map is composed of ‘word picture’ descriptions of the different operational forms of an innovation or change.” </li></ul><ul><li>Hall & Hord, p. 41 </li></ul>
  23. 23. Three Key Questions <ul><li>What does the innovation look like when it </li></ul><ul><li>is in use? </li></ul><ul><li>What would I see in classrooms where it is </li></ul><ul><li>used well (and not so well)? </li></ul><ul><li>What will teachers and students be doing </li></ul><ul><li>when the innovation is in use? </li></ul><ul><li>Hall & Hord, p. 49 </li></ul>
  24. 24. Talking Points <ul><li>Think about planning and implementing a professional development program in your district . . . </li></ul><ul><li>Who should develop an IC map? </li></ul><ul><li>What effect does the results from an IC map have on </li></ul><ul><li>continuous progress? </li></ul>
  25. 25. Change Facilitator (CF) Styles <ul><li>Initiator </li></ul><ul><li>Manager </li></ul><ul><li>Responder </li></ul>
  26. 26. Initiator <ul><li>“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.” </li></ul><ul><li>“focused on assessment, instruction, and curriculum.” </li></ul><ul><li> Hall & Hord, p. 131 </li></ul>
  27. 27. Manager <ul><li>“ do not rush in.” </li></ul><ul><li>“ 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.” </li></ul><ul><li>Hall & Hord, p. 133 </li></ul>
  28. 28. Responder <ul><li>“ most willing to have others lead.” </li></ul><ul><li>“ delay making decisions.” </li></ul><ul><li>Hall & Hord, p. 133 </li></ul>
  29. 29. CF Profile Hall & Hord, p. 138 <ul><li>Day-to-Day </li></ul><ul><li>Vision and planning </li></ul>Strategic Sense <ul><li>Trust in others </li></ul><ul><li>Administrative </li></ul><ul><li>efficiency </li></ul>Organizational Efficiency <ul><li>Social/informal </li></ul><ul><li>Formal/meaningful </li></ul>Concern for People
  30. 30. Talking Points <ul><li>Think about the success of implementing a professional development program in your district . . . </li></ul><ul><li>What is the principal’s role in successful </li></ul><ul><li>implementation of a professional development </li></ul><ul><li>program? </li></ul><ul><li>Why is it important to know the CF style? </li></ul>
  31. 31. Principal’s Leadership and Support <ul><li>Is the principal an active and enthusiastic </li></ul><ul><li>learner? </li></ul><ul><li>Is the principal an attentive participant in </li></ul><ul><li>professional development activities? </li></ul><ul><li>Is the principal open to new ideas and </li></ul><ul><li>suggestions? </li></ul><ul><li>Does the principal work with teachers to </li></ul><ul><li>improve instructional practices? Guskey, p. 158 </li></ul>
  32. 32. Questions About Collegial Support <ul><li>Are colleagues engaged in active learning? </li></ul><ul><li>Are teachers encouraged by their colleagues to </li></ul><ul><li>learn about new ideas and strategies? </li></ul><ul><li>Do teachers have opportunities to visit the </li></ul><ul><li>classrooms of colleagues and observe their </li></ul><ul><li>teaching? </li></ul><ul><li>Do teachers often collectively look at student </li></ul><ul><li>data? </li></ul><ul><li> Guskey, p. 157 </li></ul>
  33. 33. Methods of Assessing Organization Support and Change <ul><li>Direct observations </li></ul><ul><li>Analysis of district or school records </li></ul><ul><li>Analysis of minutes from meetings </li></ul><ul><li>Questionnaires </li></ul><ul><li>Structured interviews </li></ul><ul><li>Personal learning logs and reflective journals </li></ul><ul><li>Participant portfolios Guskey, p. 173 </li></ul>
  34. 34. Concerns-Based Adoption Model <ul><li>Stages of Concern </li></ul><ul><li>Change Facilitator Stages of </li></ul><ul><li>Concern </li></ul><ul><li>Levels of Use </li></ul><ul><li>Innovation Configuration Map </li></ul><ul><li>Hall & Hord, 2001 </li></ul>
  35. 35. Methods of Assessing Participants’ Use of New Knowledge and Skills <ul><li>Direct observations </li></ul><ul><li>Participant interviews or conferencing </li></ul><ul><li>Supervisor interviews or conferencing </li></ul><ul><li>Student interviews or conferencing </li></ul><ul><li>Questionnaires </li></ul><ul><li>Focus groups </li></ul><ul><li>Implementation logs and reflective journals </li></ul><ul><li>Participant portfolios Guskey, p. 202 </li></ul>
  36. 36. Impact of Training Components
  37. 37. Change Facilitator Team <ul><li>“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.” </li></ul><ul><li> Hall & Hord, p. 157 </li></ul>
  38. 38. Change Facilitator Team <ul><li>Sanctioning </li></ul><ul><li>Providing continued back up </li></ul><ul><li>Providing resources </li></ul><ul><li>Providing technical coaching </li></ul><ul><li>Monitoring </li></ul><ul><li>Following up </li></ul>
  39. 39. Change Facilitator Team <ul><li>Training </li></ul><ul><li>Reinforcing </li></ul><ul><li>Pushing </li></ul><ul><li>Telling others </li></ul><ul><li>Approving Adaptations </li></ul>
  40. 40. Talking Points <ul><li>Think about the role of the Change Facilitator Team in your district . . . </li></ul><ul><li>Who are the change facilitators in your district? </li></ul><ul><li>How do they function? </li></ul><ul><li>What are their group dynamics? </li></ul>
  41. 41. References <ul><li>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. </li></ul><ul><li>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. </li></ul><ul><li>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. </li></ul>
  42. 42. References <ul><li>Hall, G. & Hord, S. (2001). Implementing change: Patterns, principles, and potholes. Boston, MA: Allyn & Bacon . </li></ul><ul><li>Hall, G. & Hord S. (1987). Change in schools: Facilitating the process. Albany, NY: SUNY Press. </li></ul><ul><li>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. </li></ul>
  43. 43. References <ul><li>Heck, S., Stiegelbauer, S., Hall, G., & Loucks, S. (1981). Measuring innovation configurations: Procedures and applications. Austin, TX: University of TX at Austin. </li></ul><ul><li>Hord, S., Rutherford, W., Huling-Austin, L., & Hall, G. (1987). </li></ul><ul><li>Taking charge of change. Alexandria, VA: ASCD. </li></ul><ul><li>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. </li></ul>
  44. 44. Reflection <ul><li>3 important things I’ve learned … </li></ul><ul><li>2 ideas/thoughts I would like to share with </li></ul><ul><li>others … </li></ul><ul><li>1 action I will take immediately is … </li></ul>

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