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Southwest Educational Development Laboratory Austin, Texas Strategy One: Create A Context for Change...
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Southwest Educational Development Laboratory Austin, Texas Strategy One: Create A Context for Change Section C
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Southwest Educational Development LaboratoryAustin, Texas
Strategy One:
Create A Context for Change
Section C
Southwest Educational Development LaboratoryAustin, Texas
What Leaders of Successful Change Do
• Strategy One: Create a context for change
• Strategy Two: Develop and articulate a shared vision
• Strategy Three: Plan and provide resources
• Strategy Four: Invest in training and professional development
• Strategy Five: Assess progress
• Strategy Six: Provide continual assistance
Tp. C. 1
Southwest Educational Development LaboratoryAustin, Texas
Create a Context for Change
Outcome 1: Participants will describe how school context affects the change process.
Outcome 2: Participants will identify elements of context that provide support for change.
Outcome 3: Participants will use Stages of Concern to assess the progress of change in individual implementers.
Outcome 4: Participants will identify interventions that relate to various concerns.
Tp. C. 2
Southwest Educational Development LaboratoryAustin, Texas
Factors that Influence Change
Tp. C. 3
School B
School A School BEnvironment
School A People
Physical Surroundings and Structures
Formal Policies and Rules
Resources
Attitudes and Beliefs
Norms
Relationships
Factors
Southwest Educational Development LaboratoryAustin, Texas
Factors that Influence Change
Tp. C. 4
Environment
Physical Surroundings and Structures
Formal Policies and Rules
Resources
Attitudes and Beliefs
Norms
Relationships
My RelevantPersonal Experience Factors
People
Southwest Educational Development LaboratoryAustin, Texas
CHANGE
is a
PROCESS
not an
EVENT
Tp. C. 5
Southwest Educational Development LaboratoryAustin, Texas
Some Definitions
Concerns: Feelings, reactions,
attitudes—not necessarily anxiety, worry, or fear
Intervention: Action(s) or event(s) which influence a person in
implementing change
Tp. C. 6
Southwest Educational Development LaboratoryAustin, Texas
Concerns-Based Adoption Model (CBAM)
CBAM was developed so that those who facilitate change might:
• Gain a better understanding of implementation.
• Have tools and techniques to guideand support implementation.
• Add to the probability that implementation would be successful.
Tp. C. 7
Southwest Educational Development LaboratoryAustin, Texas
Assumptions of the Concerns-Based
Adoption Model (CBAM)
Tp. C. 8
Change is:
• Process, not event• Made by Individuals first, then
institutions• Highly Personal experience• Developmental growth in
feelings and skills
Interventions must be related to:
• The people first
• The innovation second
Developed by Research and Development Center for Teacher Education, The University of Texas at Austin. Available from Southwest Educational Development Laboratory, Austin, Texas.
Southwest Educational Development LaboratoryAustin, Texas
Fuller’s Sequence of Concerns About
Teaching
Impact
Task
Self
Unrelated
Tp. C. 9
Southwest Educational Development LaboratoryAustin, Texas
Create a Context for Change
Stages of Concern:Typical Expressions of Concern about the Innovation
Tp. C. 10
Stages of Concern Expressions of Concern
6 Refocusing
5 Collaboration
4 Consequence
3 Management
2 Personal
1 Informational
0 Awareness
I have some ideas about something that would work even better.
I am concerned about relatingwhat I am doing to what otherinstructors are doing.
How is my use affecting kids?
I seem to be spending all my timegetting material ready.
How will using it affect me?
I would like to know more about it.
I am not concerned about it (theinnovation).
IMPACT
TASK
SELF
Developed by Research and Development Center for Teacher Education, The University of Texas at Austin. Available from Southwest Educational Development Laboratory, Austin, Texas.
Southwest Educational Development LaboratoryAustin, Texas
Assessing Concerns
Three Ways:
1. Open-Ended Statements
2. Interviewing
3. Concerns Questionnaire
Tp. C. 11
Southwest Educational Development LaboratoryAustin, Texas
Example 1
When I think about how this innovation may influence how others see me (Personal) as a professional, I wonder whether I want to become involved (Personal) in it. I might have very little to say about how the innovation is implemented or who I would have to work with. I’m just not sure (Personal) how it would fit in with the way I enjoy doing things (Personal) nor do I know how I’d be expected to change (Personal) if we really get involved with this innovation.
Tp. C. 12
Southwest Educational Development LaboratoryAustin, Texas
Example 2
Almost every night, I wonder if I’ll be able to locate and organize the material (Management) I will be using the next day. I can’t yet prevent surprises (Management) that cause a lot of wasted time (Management). I am not yet able to anticipate (Management) what things I will need to requisition for next week. I feel inefficient (Personal) when I think about my use of the innovation.
Tp. C. 13
Southwest Educational Development LaboratoryAustin, Texas
Example 3
Some of the students (Consequence) just don’t seem to be catching on to this new individualized approach. They seem to need (Consequence) more monitoring, closer supervision, and fewer distractions. I wonder if my aide might concentrate more on them (Consequence) as a group and if that might help.
Tp. C. 14
Southwest Educational Development LaboratoryAustin, Texas
Analysis of Video Interviews
Developed by Research and Development Center for Teacher Education, The University of Texas at Austin. Available from Southwest Educational Development Laboratory, Austin, Texas.
Tp. C. 15
SueRobert
How does the facilitative leader start the teacher talking about inquiry-oriented science?
What is the teacher’s stage of concern?
What intervention does the facilitative leader provide to each teacher?
Southwest Educational Development LaboratoryAustin, Texas
Suggestions for Interviewing for the Stages of Concerns (SoC)
—To “get at” the user’s attitudes, feelings, reactions, concerns—
Here’s a laundry list of phrases and questions—use those questions or parts of questions that seem most comfortable to you. Substitute the name of the innovation at each point where “innovation” is used in the statement or question.
• Are you aware of the innovation?
• Are you using it?
• I’m interested in anything you’ll share with me about the innovation.
• How do you feel about it?
• Any problems or concerns you may have about it?
• What do you think of it?
• How does it affect you? Others you’re involved with?
• Anything you question or wonder about?
• Your reaction to it?
• Your attitude toward it?
• Do you have any reservations about it?
• Would you like any information about it?
Developed by Research and Development Center for Teacher Education, The University of Texas at Austin. Available from Southwest Educational Development Laboratory, Austin, Texas.
Tp. C. 16
Southwest Educational Development LaboratoryAustin, Texas
Concerns of Implementers
In your group discuss:What implications does each stage of
concern have for facilitative leaders?
Stage 6: _______________________________
Stage 5: _______________________________
Stage 4: _______________________________
Stage 3: _______________________________
Stage 2: _______________________________
Stage 1: _______________________________
Stage 0: _______________________________
Tp. C. 17
Developed by Research and Development Center for Teacher Education, The University of Texas at Austin. Available from Southwest Educational Development Laboratory, Austin, Texas.
Southwest Educational Development LaboratoryAustin, Texas
What Leaders of Successful Change Do
It is important for facilitative leaders to know:
• that people have real concernsabout any new idea or innovation— concerns that cannot be ignored!
• what those concerns are in order to respond to them appropriately!
Tp. C. 18
Developed by Research and Development Center for Teacher Education, The University of Texas at Austin. Available from Southwest Educational Development Laboratory, Austin, Texas.
Tp. C. 19a
___ ___ ___ ___ ___
Leadership CapacityStaff Survey
This is an assessment of leadership dispositions, knowledge, and skills needed to build leadership capacity inschools and organizations. The items are clustered by the characteristics of schools with high leadership capacity. It may be completed by a school staff member or by a colleague who is familiar with the work of thatstaff member. The survey information is most useful if each staff member completes a survey as a self-assessmentand then asks for an assessment by two colleagues. To the right of each item is a Likert-type scale.
NO = not observed
IP = infrequently performed
FP = frequently performed
CP = consistently performed
CTO = can teach to others
Please circle the rating for each item.
A. Broad-based participation in the work of leadership1. Assists in the establishment of representative
governance and work groups.2. Organizes the school to maximize interactions
among all school and community members.3. Shares authority and resources broadly.4. Engages others in opportunities to lead.
Total numbers
NO IP FP CP CTO
NO IP FP CP CTONO IP FP CP CTONO IP FP CP CTO
B. Skillful participation in the work of leadership5. Models, describes, and demonstrates the following leadership skills:
a. develops shared purpose of learning;b. facilitates group processes;c. communicates (especially listening and
questioning);d. reflects on practice;e. inquires into the questions and issues confronting
your school community;f. collaborates in planning;g. manages conflict among adults;h. problem solves with colleagues and students;i. manages change and transitionsj. uses constructive learning designs for students
and adults.6. Communicates through action and words the
relationship between leadership and learning.
Total numbers
NO IP FP CP CTONO IP FP CP CTO
NO IP FP CP CTONO IP FP CP CTO
NO IP FP CP CTONO IP FP CP CTONO IP FP CP CTONO IP FP CP CTONO IP FP CP CTO
NO IP FP CP CTO
NO IP FP CP CTO
___ ___ ___ ___ ___
Note: NO = not observed; IP = infrequently performed; FP = frequently performed; CP = consistentlyperformed; CTO = can teach to others.
Tp. C. 19b
___ ___ ___ ___ ___
C. Inquiry-based use of information to inform shared decisions and practice
7. Engages with others in a learning cycle (reflection,dialogue, question posing, inquiry, constructionof meaning, planned action).
8. Develops plans and schedules for the creation of shared time for dialogue and reflection.
9. Identifies, discovers, and interprets information and school data/evidence.
10. Designs and implements a communication system thatkeeps all informed and involved in securing and interpreting data.
11. Participates with others in shared governanceprocesses that integrate data into decision making.
Total numbers
NO IP FP CP CTO
NO IP FP CP CTO
NO IP FP CP CTO
NO IP FP CP CTO
NO IP FP CP CTO
D. Roles and responsibilities that reflect broad involvement and collaboration
12. Own role includes attention to the classroom, theschool, the community, and the profession.
13. Observes and is sensitive to indicators that participants are performing outside traditional roles.Gives feedback to participants regarding the benefitof these changes.
14. Develops strategies for strengthening the newrelationship that will emerge from broadened roles.
15. Develops mutual expectations and strategies for ensuring that participants share responsibility for theimplementation of school community agreements.
Total numbers
NO IP FP CP CTO
NO IP FP CP CTO
NO IP FP CP CTO
NO IP FP CP CTO
___ ___ ___ ___ ___
E. Reflective practice/innovation as the norm
16. Ensures that the cycle of inquiry and time schedulesinvolve a continuous and ongoing reflective phase.
17. Demonstrates and encourages individual and groupinitiative by providing access to resources, personnel,time, and outside networks.
18. Practices and supports innovation withoutexpectations for early success.
19. Encourages and participates in collaborativeinnovation.
20. Engages with other innovators in developing own criteria for monitoring, assessment, and accountabilityregarding own individual and shared work.
Total numbers
Note: NO = not observed; IP = infrequently performed; FP = frequently performed; CP = consistentlyperformed; CTO = can teach to others.
NO IP FP CP CTO
___ ___ ___ ___ ___
NO IP FP CP CTO
NO IP FP CP CTO
NO IP FP CP CTO
NO IP FP CP CTO
Tp. C. 19c
NO/IP FP/CP
Note: NO = not observed; IP = infrequently performed; FP = frequently performed; CP = consistentlyperformed; CTO = can teach to others.
E. Reflective practice/innovation as the norm
21. Works with members of the school community toestablish challenging and humane expectations and standards.
22. Designs, teaches, coaches, and assesses authenticcurriculum, instruction, and performance-basedassessment processes that ensure that all childrenlearn.
23. Provides systematic feedback to children andfamilies about student progress.
24. Receives feedback about family learning expectations.25. Redesigns roles and structures to enable the school
to develop and sustain resiliency in children (e.g.,teacher as coach/counselor/mentor).
26. Ensures that the learning cycle within the schoolincludes evidence from performance-basedassessment, examination of student word, andresearch.
Total numbers ___ ___ ___ ___ ___
NO IP FP CP CTO
NO IP FP CP CTO
NO IP FP CP CTONO IP FP CP CTO
NO IP FP CP CTO
NO IP FP CP CTO
NO IP FP CP CTO
A. Broad-based participation in the work of leadership
B. Skillful participation in the work of leadership
C. Inquiry-based use of information to inform shareddecisions and practices
D. Roles and responsibilities that reflect broadinvolvement and collaboration
E. Reflective practice/innovation as the norm
F. High student achievement
CTO
Suggestion: Note each area (A-F) in your professional development plans; identify specificdispositions and skills in category or group: NO/IP, FP/CP, and CTO. Suggested learning plan:
• NO/IP areas: Find opportunities to observe these behaviors; participate in specifictraining.
• FP/CP areas: Find more opportunities to demonstrate and practice.• CTO areas: Find opportunities to teach and coach others; participate in formal
governance groups.Source: From Building Leadership Capacity in Schools by Linda Lambert, Alexandria, VA: Association for Supervision and
Curriculum Development. Copyright© 1998 ASCD. Reprinted by permission. All rights reserved.
Tp. C. 20a
5
5
_______ = ___ ___ ___ ___ ___
Leadership CapacityStaff Survey
This school survey is designed to assess the leadership capacity conditions that exist in your school. The itemsare clustered by the characteristics of schools with high leadership capacity. After each staff member has completedthis survey and totaled the results, this information can be presented in a chart that depicts schoolwide needs.Beside each item is a Likert-type scale:
1 = We do not do this in our school.
2 = We are starting to move in this direction.
3 = We are making good progress here.
4 = We have this condition well established.
5 = We are refining our practice in this area.
Circle the most appropriate number
A. Broad-based, skillful participation in the work of leadershipIn our school, we…1. have established representative governance
groups; 2. perform collaborative work in large and small
groups;3. model and demonstrate leadership skills;4. organize for maximum interaction among adults and
children;5. share authority and resources;6. express our leadership by attending to the learning
of the entire school community; 7. engage each other in these opportunities to lead.
TOTAL (add circled numbers, down and then across columns)
1 2 3 4 5
1 2 3 4 51 2 3 4 5
1 2 3 4 51 2 3 4 5
1 2 3 4 51 2 3 4 5
B. Inquiry-based use of information to inform shared decisions and practiceIn our school, we…8. use a learning cycle that involves reflection,
dialogue, inquiry, construction of new meanings and action;
9. make time available for this learning to occur (e.g.,faculty meetings ad hoc groups, and teams);
10. connect our learning cycles to our highest priorities,our teaching and learning purposes;
11. identify, discover, and interpret information anddata/evidence that are used to inform our decisionsand teaching practices;
12. have designed a comprehensive information systemthat keeps everyone informed and involved.
TOTAL (add circled numbers, down and then across columns) _______ = ___ ___ ___ ___ ___
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
Note: 1 = We do not do this in our school; 2 = We are starting to move in this direction; 3 = We are making good progress here; 4 = We have this condition well established; 5 = We are refining our practice in this area.
Tp. C. 20b
_______ = ___ ___ ___ ___ ___
C. Roles and responsibilities that reflect broad involvement and collaborationIn our school, we…13. have designed our roles to include attention to our
classrooms the school the community, and the profession;
14. are sensitive to indications that we are performingoutside or traditional roles;
15. have developed new ways in which we can worktogether to nurture our relationship with each other;
16. have developed a plan for shared responsibilitiesin the implementation of our decisions and agreements.
TOTAL (add circled numbers, down and then across columns)
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
D. Reflective practice/innovation as the norm
In our school, we…17. make sure that the learning cycle and time
schedules include times and places for continuousand ongoing reflection;
18. demonstrate and encourage individual and groupinitiative by providing access to resourcespersonnel, and time;
19. have joined with networks of other schools andprograms, both inside and outside the district, to secure feedback on our work;
20. practice and support innovation without unrealisticexpectations of early success;
21. encourage and participate in collaborativeinnovations;
22. develop our own criteria for monitoring,assessment, and accountability regarding ourindividual and shared work.
TOTAL (add circled numbers, down and then across columns)
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
_______ = ___ ___ ___ ___ ___
E. High student achievementIn our school, we…23. work with members of the school community to
establish challenging and humane expectationsand standards;
24. design, teach, coach, and assess authenticcurriculum, instruction, and performance-based
1 2 3 4 5
Note: 1 = We do not do this in our school; 2 = We are starting to move in this direction; 3 = We are making good progress here; 4 = We have this condition well established; 5 = We are refining our practice in this area.
Tp. C. 20c
School
E. High student achievement (continued)
assessment processes that insure that all childrenlearn;
25. provide systematic feedback to children andfamilies about student progress;
26. receive feedback from families about studentperformance and school programs;
27. have redesigned roles and structures to developand sustain resiliency in children (e.g., teacher ascoach/advisor/mentor, schoolwide guidanceprograms, community service).
TOTAL (add circled numbers, down and then across columns) _______ = ___ ___ ___ ___ ___
Note: 1 = We do not do this in our school; 2 = We are starting to move in this direction; 3 = We are making good progress here; 4 = We have this condition well established; 5 = We are refining our practice in this area.
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
Comments, perceptions, insights that you want to remember:
School scoring; Add staff totals for each area, A to E. Possible scores can be found by multiplying the numberpossible for each category by the number of staff completing the survey (see column “Possible Scores” in thefollowing table). List the “School Totals” from the following table on chart paper for all to see. The areas thatreceived the lowest numbers are the areas of greatest need. Discuss each area, distinguishing among items in orderto identify areas of growth. Columns 1 and 2 in the survey represent areas of greatest need. Columns 3 and 4represent strengths. Column 5 represents exemplary work as a school with high leadership capacity. Select areas to address in your school planning.
A. Broad-based participation in the work of leadership 35x = ____
B. Inquiry-based use of information to inform shareddecisions and practice 25x = ____
C. Roles and responsibilities that reflect broad involvementand collaboration 20x = ____
D. Reflective practice/innovation as the norm 30x = ____
E. High student achievement 25x = ____
SchoolTotals
PossibleScores
Note: in Column 3, x=no. of staff completing surveySource: From Building Leadership Capacity in Schools by Linda Lambert, Alexandria, VA: Association for Supervision andCurriculum Development. Copyright © 1998 ASCD. Reprinted by permission. All rights reserved.
