Using CBAM When Planning and Implementing New Practices

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Using CBAM When Planning and Implementing New
Practices
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Definition of Concern

• The composite representation of the feelings,
  preoccupation, thought, and consideration given
  to a particular issue or task is called concern.
  
• Hall Hord, p. 61

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Stages of Concern

• One-legged interview
• Open-ended concerns statement
• Stages of Concern questionnaire

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Identifying Stages of Concern
Stages of Concern Expressions of Concern
Stage 6 Refocusing I have some ideas about something that would work even better.
Stage 5 Collaboration I am concerned about relating what I am doing with what my co-workers are doing.
Stage 4 Consequence How is my use affecting clients?
Stage 3 Management I seem to be spending all of my time getting materials ready.
Stage 2 Personal How will using it affect me?
Stage 1 Informational I would like to know more about it.
Stage 0 Awareness I am not concerned about it.
IMPACT
TASK
SELF
Hall Hord, p. 63
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One-Legged Interview

• Begin with open-ended questions
• How is it going?
• What are you doing with (innovation)?
• How do you feel about the innovation?
• Probe to clarify understanding
• Tell me what you mean by
• Give me an example of

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Advantages Disadvantages
Interview can take place anywhere/anytime (e.g., face-to-face, over the phone, e-mail) Facilitator shows interest and support of what teacher is doing Accuracy
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Open-Ended Statement

• When you think about innovation what
  concerns do you have? Please be frank, and
  answer in complete sentences.
• 
  Hall Hord, p. 68

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Advantages Disadvantages
Concerns written in teachers own words Concern statement used any time Input given by teachers prior to assist in planning of workshop Inconsistency in the length and depth of completion of concern statements by different teachers
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Stages of Concern Questionnaire

• SoCQ - 35-item questionnaire
• Valid and reliable instrument
• SoC Quick Scoring Device
• Technical manual to assist in scoring
• and interpreting information
• Capability of developing concern profile
• over time
• 
  Hall Hord, p. 69 Hall et al., 1979

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Consequence
Collaboration
Refocusing
Personal
Management
Informational
Awareness
100





Relative Intensity
80
60
40
20
0
0
1
2
3
4
5
6
Stages of Concern
11
Consequence
Collaboration
Refocusing
Personal
Management
Informational
Awareness
100





Relative Intensity
80
60
40
20
0
0
1
2
3
4
5
6
Stages of Concern
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Interpreting Concern Profile

• Identify the peaks and valleys . . .
• Peaks intense concerns
• Valleys little or no concerns
• Identify potential intervention activities . . .

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Interventions
Stage 6, Refocusing Respect and encourage teacher interests Channel their ideas and energies act on their concerns.
Stage 5, Collaboration Provide opportunities to develop skills needed to work collaboratively Rearrange schedules so people can collaborate
Stage 4, Consequence Provide positive feedback and needed support Provide opportunities for teachers to share knowledge and skills
Stage 3, Management Answer specific how to questions Avoid considering future impact at this time
Stage 2, Personal Address potential personal concerns directly Implement changes progressively over time
Stage 1, Informational Provide clear and accurate information Relate changes to current practices
Stage 0, Awareness Involve teachers in discussion and decisions Give permission not to know
Hall, George, Rutherford, 1986
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Talking Points

• Think about planning a professional development
  workshop in your district . . .
• How were the teachers concerns identified?
• How did the workshop match the concerns of the
  
• individuals?

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Comparison of SoC and LoU

• Stages of Concern (SoC) addresses the affective
  side of change peoples reactions, feelings,
  perceptions, and attitudes.
• Levels of Use (LoU) has to do with behaviors
  and portrays how people are acting with respect
  to specified change.
• 
  Hall Hord, p. 81

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Levels of Use

• Identify if person is a user or
• nonuser . . .
• Three nonuse levels
• Five use levels

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Levels of Use Behaviors Associated with LoU
0 Non-Use No interest shown in the innovation no action taken
1 Orientation Begins to gather information about the innovation
2 Preparation Begins to plan ways to implement the innovation
3 Mechanical Concerned about mechanics of implementation
4A Routine Comfortable will innovation and implements it as taught
4B Refinement Begins to explore ways for continuous improvement
5 Integration Integrates innovation with other initiatives does not view it as an add-on collaborates with others
6 Renewal Explores new and different ways to implement innovation
Hall Hord, p. 82
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Assessing Individuals Level of Use

• LoU Branching Interview
• Quick assessment of a persons LoU
• LoU Focused Interview
• In-depth interview by a certified interviewer and
  analyzed using a specific matrix

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LoU Branching Interview
Are you currently looking for information about
the innovation?
No LoU O, I
Have you decided to use it and set a date to
begin use?
II
Yes
No - LoU 0, I, II
Are you using the innovation?
III
User-Oriented
Yes LoU III, IVA, IVB, V, VI
IVA
What kinds of changes are you making in your
use of the innovation?
IVB
Nothing Unusual
No LoU IVB, VI
No
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?
VI
Impact-Oriented LoU IVB, V, VI
Yes
V
No
Hall Hord, p. 89
Yes LoU V
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Categories for Levels of Use
Knowledge Knows about the innovation, how to use it, and consequences of its use.
Acquiring Information Solicits information in a variety of ways (e.g., resource persons, printed materials, site visits,
Sharing Collaborates with others (e.g., sharing plans, ideas, resources, problem solving)
Assessing Examines implementation as well as collecting and analyzing data
Planning Designs and outlines short- and long-term outcomes (i.e., aligns resources, collaborates, schedules activities)
Status Reporting Describes personal level of implementation
Performing Operationalizes the actions and activities of innovation
Hall Hord, p. 90
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Talking Points

• Think about teachers in your district
  implementing new knowledge and skills . . .
• How were the teachers levels of use
  identified?
• How does the teachers levels of use impact
  student
• achievement?

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Innovation Configuration (IC) Map

• The IC map is composed of word picture
  descriptions of the different operational forms
  of an innovation or change.
• 
  Hall Hord, p.
  41

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Three Key Questions

• What does the innovation look like when it
• is in use?
• What would I see in classrooms where it is
• used well (and not so well)?
• What will teachers and students be doing
• when the innovation is in use?
• 
  Hall Hord, p. 49

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Talking Points

• Think about planning and implementing a
  professional development program in your district
  . . .
• Who should develop an IC map?
• What effect does the results from an IC map
  have on
• continuous progress?

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Change Facilitator (CF) Styles

• Initiator
• Manager
• Responder

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Initiator

• 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.
• focused on assessment, instruction, and
  curriculum.
• Hall Hord, p. 131

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Manager

• do not rush in.
• 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.
• Hall
  Hord, p. 133

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Responder

• most willing to have others lead.
• delay making decisions.
• 
  
  Hall Hord, p. 133

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CF Profile
Concern for People Social/informal Formal/meaningful
Organizational Efficiency Trust in others Administrative efficiency
Strategic Sense Day-to-Day Vision and planning
Hall Hord, p. 138
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Talking Points

• Think about the success of implementing a
  professional development program in your district
  . . .
• What is the principals role in successful
• implementation of a professional development
  
• program?
• Why is it important to know the CF style?

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Principals Leadership and Support

• Is the principal an active and enthusiastic
• learner?
• Is the principal an attentive participant in
• professional development activities?
• Is the principal open to new ideas and
• suggestions?
• Does the principal work with teachers to
• improve instructional practices?
  Guskey, p. 158

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Questions About Collegial Support

• Are colleagues engaged in active learning?
• Are teachers encouraged by their colleagues to
• learn about new ideas and strategies?
• Do teachers have opportunities to visit the
• classrooms of colleagues and observe their
  
• teaching?
• Do teachers often collectively look at student
• data?
• Guskey, p. 157

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Methods of Assessing Organization Support and
Change

• Direct observations
• Analysis of district or school records
• Analysis of minutes from meetings
• Questionnaires
• Structured interviews
• Personal learning logs and reflective journals
• Participant portfolios Guskey,
  p. 173

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Concerns-Based Adoption Model

• Stages of Concern
• Change Facilitator Stages of
• Concern
• Levels of Use
• Innovation Configuration Map
• 
  
• 
  Hall Hord, 2001

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Methods of Assessing Participants Use of New
Knowledge and Skills

• Direct observations
• Participant interviews or conferencing
• Supervisor interviews or conferencing
• Student interviews or conferencing
• Questionnaires
• Focus groups
• Implementation logs and reflective journals
• Participant portfolios Guskey, p.
  202

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Impact of Training Components
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Change Facilitator Team

• 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.
• Hall Hord, p. 157

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Change Facilitator Team

• Sanctioning
• Providing continued back up
• Providing resources
• Providing technical coaching
• Monitoring
• Following up

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Change Facilitator Team

• Training
• Reinforcing
• Pushing
• Telling others
• Approving Adaptations

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Talking Points

• Think about the role of the Change Facilitator
  Team in your district . . .
• Who are the change facilitators in your
  district?
• How do they function?
• What are their group dynamics?

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References

• 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.
• 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.
• 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.

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References

• Hall, G. Hord, S. (2001). Implementing change
  Patterns, principles, and potholes. Boston, MA
  Allyn Bacon.
• Hall, G. Hord S. (1987). Change in schools
  Facilitating the process. Albany, NY SUNY
  Press.
• 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.

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References

• Heck, S., Stiegelbauer, S., Hall, G., Loucks,
  S. (1981). Measuring innovation configurations
  Procedures and applications. Austin, TX
  University of TX at Austin.
• Hord, S., Rutherford, W., Huling-Austin, L.,
  Hall, G. (1987).
• Taking charge of change. Alexandria, VA ASCD.
• 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.

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Reflection

• 3 important things Ive learned
• 2 ideas/thoughts I would like to share with
• others
• 1 action I will take immediately is