Urban Mathematics Education Leadership Academy

Session 3

Day 2September 23-25, 2009

Denver, CO

Welcome Back!

• Review of Day 1 “Gots and Needs”

Team Networking and “Poster” Sessions

• An opportunity to – Share progress on your Project Plan with others– Gather feedback, input, and advice on challenges

you might be facing– Learn from others

• Process:– Spend 5 minutes at each Team’s display– Reconvene as a District Team and reflect on

learning

Tools for Leading Change:

Concerns-Based Adoption Model

Goals for Today

• Build understanding of the stages people move through as they use an innovation and the interventions that help at different stages

• Learn to use the Concerns-Based Adoption Model’s 3 tools for supporting educational change

Seasonal Partners

• Summer

• Fall

• Winter

• Spring

Assumptions: Concerns-Based Adoption Model

• CHANGE:

Is a PROCESS, not an event

Is made by INDIVIDUALS first, then institutions

Is a highly PERSONAL experience

Entails DEVELOPMENTAL growth in feelings and skills

A Dozen Change Principles

• Review the Change Principles on pages 4 -14.

• Identify three you would like to discuss.

• Read and go to the station for your first choice to discuss.

• Change to next choice when time is called.

Assumptions: Concerns Based Adoption Model (cont.)

• INTERVENTIONS MUST BE RELATED TO:

The PEOPLE first

The INNOVATION second

Concerns Based Adoption Model: 3 Parts

• Stages of Concern (SoC)

• Levels of Use (LoU)

• Innovation Configurations (IC)

Probing

Intervening

Stages of Concern

Levels ofUse

InnovationConfigur-

ations

ChangeTeam

ResourceSystem

I I I

I I I

I I I I I

Users and Non-Users

Environment

Concerns-Based Adoption Model

Leaders’ Role

• Pay attention to where people are

• Match interventions to where people are in the stage of change

STAGES OF CONCERN EXPRESSIONS

IM- 6. REFOCUSING

PA- 5. COLLABORATION

CT 4. CONSEQUENCE

TASK 3. MANAGEMENT

SE- 2. PERSONAL

LF 1. INFORMATIONAL

0. AWARENESS

I have some ideas about something that would work even better.

How can I relate what I am doing to what others are doing?

What impact am I having? How can I refine it to have more impact?

I seem to be spending all my time getting materials ready.

How will using it affect me?

I would like to know more about it.

I am not concerned about it.

Examples of Concerns

• Find your Spring Buddy

• Read the 3 sample concerns statements collected from teachers.

– What stage of concern is each one expressing?

Examples of Concerns

When I think about using problem-based instruction, I wonder whether I want to become involved. I might have little to say about what or how I teach or who I work with. I’m just not sure how it would fit in with the way I enjoy doing things, nor do I know how I’d be expected to change if I really got involved with this kind of teaching.

Examples of Concerns

Almost every night I wonder if I’ll be able to locate and organize the materials I will be using the next day. I seem to encounter “surprises” every day that cause a lot of wasted time. I can’t anticipate what things I will need to requisition in time for the lessons.

Examples of Concerns

I am teaching the new unit, but some of the students just don’t seem to be catching on; they’re just not used to doing problem-based learning. They seem out of control, maybe a little distracted. I wonder what I can do to help them focus on their work.

Concerns as a Leader

When I think of enacting my role as a leader for change in mathematics, I am most concerned about...

– Write three complete sentences.

– Place a star next to your top concern.

Stages of Concern about Leading Change

• Trade your concerns statement with another person.

• Look at the other person’s statement.

– What stage do you think it falls into?

• Post the statement on the appropriate chart (Stages 0 - 6)

Gathering Data

• The Concerns One-legged Interview

• Open-ended Quick Write

• The Concerns Questionnaire

Open-ended Concerns Statement Task

• Find your Winter Buddy and join with another pair. Working in groups of four, read and score the concerns statements in the handout packet.

• Identify the most common concerns.

• Decide what interventions you would recommend.

Interventions to Address Awareness Concerns

• Stage 0: Awareness Concerns

• Involve in discussions and decision.

• Arouse interest.• Provide information

and encourage sharing.

Interventions to Address Informational Concerns

• Stage 1: Informational Concerns

• Provide clear and accurate information and expectations.

• Share information often and in a variety of ways.

• Show how changes relate to current practices (similarities and differences).

Interventions to Address Personal Concerns

• Stage 2:

Personal Concerns

• Draw out and address personal concerns directly.

• Use personal notes and conversation.

• Connect people to others who are influential and supportive.

Interventions to Address Management Concerns

• Stage 3: Management Concerns

• Focus on specific areas for change.

• Answer specific “how to” questions.

• Identify sequences of activities and set timelines for implementation.

• Demonstrate.

Interventions to Address Consequence Concerns

• Stage 4: Consequence Concerns

• Gather data and provide feedback.

• Provide opportunities for users to share knowledge and skills.

• Provide evaluation strategies.

Interventions to Address Collaboration Concerns

• Stage 5: Collaboration Concerns

• Develop skills in how to collaborate.

• Arrange for people to work on joint projects, visit one another, share artifacts.

• Rearrange schedules so people have time to meet.

Interventions to Address Refocusing Concerns

• Stage 6: Refocusing Concerns

• Engage in action research and report data on results.

• Document changes being made and monitor impact.

• Celebrate and communicate success!

Personal Reflection

• What insights are you gaining about the stages people move through as they make changes in their practices?

• What questions arise for you as you think about Stages of Concern?

Team Reflection

As a district team, discuss:• How might you use Stages of Concerns in your

work leading mathematics education?

As a district team, discuss:• How might you use Stages of Concerns in your

work leading mathematics education?

LEVELS OF USE BEHAVIORAL INDICES

VI. RENEWAL

V. INTEGRATION

IVB. REFINEMENT

IVA. ROUTINE

III. MECHANICAL

II. PREPARATION

I. ORIENTATION

O. NONUSE * (Nonuser stages in blue type)

The user is seeking more effective alternatives tothe established use of the innovation

The user is making deliberate efforts tocoordinate with others in using the innovation.

The user is making changes to increaseoutcomes.

The user is making few or no changes and hasan established pattern of use.

The user is using the innovation in a poorlycoordinated manner and is making user-oriented change.

The user is preparing to use the innovation.

The user us seeking out information about theinnovation.

No action is being taken with respect to theinnovation.

Implementation

“Stable, built-in, widespread use of a well designed innovation that has a positive effect on students & teachers.”

Michael Huberman

Implementation Dip

Michael FullanMichael Fullan

LoU Examples

• Find your Summer Buddy.

• For each statement in your handout packet, indicate the overall Level of Use and underline clues in the statement.

Assessing Levels of Use

• LoU Branching Interview

• LoU Focused Interview

Branching LoU Interview

• Turn to Page 168: LoU Branching Interview

• Observe Susan & Kathy role-play• Identify the LoU

Walk-and-Talk Break

• What insights are you gaining about the levels of use people move through as they implement new programs/practices?

• How might you use LoU in your work leading mathematics education?

Innovation Configuration

• Practice Profile is a standardized description of an innovation that includes: – Component Checklist– Implementation Requirements

• It clarifies and communicates the innovation and expectations for use

Reading

• Find Fall Buddy • Together read pages 110-111

Discuss: Why is it important to have a clearly defined innovation when making changes in schools?

• Together read pages 113: Innovation Configurations as a Concept to top of page 117 Discuss: What is an Innovation Configuration Map and how might this tool help you?

IC Maps

• See examples on pages 118, 120-125 and in table packets

• What do you notice?• Discuss: How can a clear vision of a change serve

as a road map to successful implementation? How might you use an IC for vision-building? To guide implementation? For evaluation?

Reflections

• Personal Reflection– What insights are you gaining about how

an IC can guide your work in leading mathematics education?

• As a Team– Identify and agree on an Innovation and

one Component within the innovation. Tomorrow, you will create an IC map for the component.

Feedback

“Gots and Needs”• Help us reflect on the

day and plan for tomorrow by writing at least one thing you “Got” today and one thing you still “Need.”

• Post on the Chart as you leave.