The document discusses the Concerns-Based Adoption Model (CBAM) for planning and implementing educational innovations. CBAM includes assessing teachers' Stages of Concern, Levels of Use, and developing an Innovation Configuration map. It also discusses the role of a Change Facilitator in addressing teacher concerns at each stage to ensure successful adoption of new practices.

1. Using CBAM When Planning and Implementing New Practices

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

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. 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

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

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. 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

36. Impact of Training Components