2. CHANGE
School leaders who are
determined to implement a
collaborative culture that
supports differentiation
understand the processes
necessary for change. Culture-
changing habits are employed to
reach new levels of achievement
and success for stakeholders.
3. Stages of Educator Concern about Change
As found in Gregory (2003), Hord, Rutherford, Huling-Austin, & Hall (1987) list
several states of concern that educators have when new practices are implemented.
Non-use – Teachers may not use or implement the
strategies, because they do not possess all of the
information and knowledge to do so.Effective and
ongoing staff development and coaching can aid
with this concern.
4. Stages of Educator Concern about Change Cont.
As found in Gregory (2003), Hord, Rutherford, Huling-Austin, & Hall (1987) list
several states of concern that educators have when new practices are implemented.
Early-use – Teachers may use the new strategy, but they
have concerns about their effectiveness. They doubt
themselves and their abilities to differentiate. There is
anxiety associated with implementation. Coaching and
other professional development strategies that promote
collaboration and support can make teachers feel more
comfortable about differentiating and using new
strategies.
5. Stages of Educator Concern about Change Cont.
As found in Gregory (2003), Hord, Rutherford, Huling-Austin, & Hall (1987) list
several states of concern that educators have when new practices are implemented.
Maturing-use – These teachers are not concerned with
implementing differentiation. They understand its use and
feel comfortable. This is not only to the benefit of their
students, but it becomes a benefit to other teachers who
benefit from the knowledge these teachers possess.
6. Stages of Educator Concern about Change Cont.
As found in Gregory (2003), Hord, Rutherford, Huling-Austin, & Hall (1987) list
several states of concern that educators have when new practices are implemented.
Mastery – These teachers have reached the highest level
of Bloom’s Taxonomy. They are at the evaluation levels.
They reflect on their use of differentiation in order to
improve the teaching and learning process. They are able
to process new and effective ways to adjust learning and
to develop new strategies based on these reflections.
7. ADOPTER TYPES
Just as students vary in their readiness to understand and apply
knowledge of skills, adult learners are no different. They too
need support to effectively implement knowledge. Some people
are able to adopt ideas and implement change quickly. Others
resist change. Rogers (1995) explains four adopter types and
ways that they, like students, need support to be successful.
Like effective teachers, effective school leaders should assess
their faculty to determine where people are in terms of adopting
change.
8. ADOPTER TYPES:
INNOVATORS
These people are vocal and willing to try new ideas. They
dive in head first and are more emotional about their
actions. They are open to change and risk taking. A
strong leader who has vision is important to these types.
These are people who would benefit from more staff
development on a given topic.
9. ADOPTER TYPES:
LEADERS
Like innovators, leaders are open to change. Unlike
innovators, they do not dive in head first. While they are
supportive, they think about the process. They are more
cerebral. They need research and feedback to implement
change, but they are willing participants.
10. ADOPTER TYPES:
EARLY MAJORITY
These people are more cautious than leaders. They think
deeply before implementing new strategies. They are not
leaders; they tend to follow. Because of this, they would
do well to be partnered with leaders. They would benefit
from a collaborative model.
11. ADOPTER TYPES:
LATE MAJORITY
These workers are skeptics. They are stubborn. They may
follow the directives or rules of the administrator or
succumb to peer pressure, but implementing these new
strategies is not on their agenda.
12. ADOPTER TYPES:
RESISTORS
Depending on the environment, these people are isolated
and have no influence on the overall climate of the
organization. They need to be informed and involved to
change their attitude and resistance. They need to be hear.
13. THE CHANGE PROCESS
Hord, Rutherford, Huling-Austin, and Hall (1987) assert that it
is critical to understand the point of view of those involved in
the change effort. As listed in Gregory (2003), Blanchard
(1983) suggests that people react in expected ways when
experiencing change. These ways may include grieving, feeling
alone, anger, concern, and feeling overwhelmed. For any of
these feelings, there are specific practices administrators can
implement to assuage those feelings.
14. THE CHANGE PROCESS CONT.
Despite all of the efforts of administrators, there will be
problems with implementing change. The change process may
begin with excitement. People face challenges and the
enthusiasm is challenged and diminishes. In some cases, their
enthusiasm becomes obsolete. Leaders must recognize this as a
process of change and use professional development
collaborative models to discuss and solve the problems that
cause this dip in interest and confidence.
15. REFERENCES
Gregory, G. & Chapman, C. (2007). Differentiated instructional strategies: One size doesn’t fit all.
(2nd edition). Thousand Oaks, CA: Corwin Press. ISBN: 9781412936408
Gregory, G. & Chapman, C. (2008). Differentiated instructional strategies in practice: training,
implementation, and supervision (2nd ed.). Thousand Oaks, CA: Corwin Press.
ISBN: 9781412936521
Reason, C. & Reason, L. (2007). Asking the Right Questions. Educational Leadership, 65(1),
36-40. Retrieved from EBSCOHost database.
The Critical Thinking Community. (n.d.). The Critical Thinking Community. Retrieved from
http://www.criticalthinking.org/pages/about-critical-thinking/1019
