using cbam when planning and implementing new practices

Using CBAM When Planning Using CBAM When Planning and Implementing New and Implementing New

PracticesPractices

Definition of Definition of ConcernConcern

“ “The composite representation of the The composite representation of the feelings, preoccupation, thought, and feelings, preoccupation, thought, and consideration given to a particular consideration given to a particular issue or task is called issue or task is called concernconcern.” .”

Hall & Hord, p. 61Hall & Hord, p. 61

Stages of ConcernStages of Concern

One-legged interviewOne-legged interview Open-ended concerns Open-ended concerns

statementstatement Stages of Concern Stages of Concern

questionnairequestionnaire

Identifying Stages of Identifying Stages of ConcernConcern

Stages of ConcernStages of Concern Expressions of ConcernExpressions of Concern

Stage 6: RefocusingStage 6: Refocusing I have some ideas about something that would I have some ideas about something that would work even better.work even better.

Stage 5: Stage 5: CollaborationCollaboration

I am concerned about relating what I am doing I am concerned about relating what I am doing with what my co-workers are doing.with what my co-workers are doing.

Stage 4: Stage 4: ConsequenceConsequence

How is my use affecting clients?How is my use affecting clients?

Stage 3: Stage 3: ManagementManagement

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

Stage 2: PersonalStage 2: Personal How will using it affect me?How will using it affect me?

Stage 1: Stage 1: InformationalInformational

I would like to know more about it.I would like to know more about it.

Stage 0: AwarenessStage 0: Awareness I am not concerned about it.I am not concerned about it.

IM

PA

CT

TASK

SELF

Hall & Hord, p. 63

One-Legged InterviewOne-Legged Interview

Begin with open-ended questionsBegin with open-ended questions How is it going?How is it going? What are you doing with (innovation)?What are you doing with (innovation)? How do you feel about the “innovation”?How do you feel about the “innovation”?

Probe to clarify understandingProbe to clarify understanding Tell me what you mean by …Tell me what you mean by … Give me an example of …Give me an example of …

AdvantagesAdvantages DisadvantagesDisadvantages

Interview can take Interview can take

place place anywhere/anytimeanywhere/anytime

(e.g., face-to-face, (e.g., face-to-face, over over

the phone, e-mail)the phone, e-mail) Facilitator shows Facilitator shows

interest and support interest and support of of

what teacher is doingwhat teacher is doing

AccuracyAccuracy

Open-Ended StatementOpen-Ended Statement

“ “When you think about [innovation] what When you think about [innovation] what concerns do you have? Please be frank, concerns do you have? Please be frank,

and and answer in complete sentencesanswer in complete sentences.”.”


AdvantagesAdvantages DisadvantagesDisadvantages Concerns written in Concerns written in

teacher’s own wordsteacher’s own words Concern statement Concern statement

used any timeused any time Input given by Input given by

teachers prior to teachers prior to assist assist

in planning of in planning of workshop workshop

Inconsistency in theInconsistency in the

length and depth oflength and depth of

completion of completion of concernconcern

statements by statements by differentdifferent

teachersteachers

Stages of Concern Stages of Concern QuestionnaireQuestionnaire

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

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Stages of ConcernStages of Concern

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Interpreting Concern ProfileInterpreting Concern Profile

Identify the peaks and valleys . . .Identify the peaks and valleys . . . PeaksPeaks – intense concerns – intense concerns ValleysValleys – little or no concerns – little or no concerns

Identify potential intervention activities Identify potential intervention activities . . .. . .

InterventionsInterventionsStage 6, RefocusingStage 6, Refocusing

Respect and encourage teacher interests Channel their ideas and energies; act on their concerns.

Stage 5, CollaborationStage 5, Collaboration Provide opportunities to develop skills needed to work collaboratively Rearrange schedules so people can collaborate

Stage 4, ConsequenceStage 4, Consequence Provide positive feedback and needed support Provide opportunities for teachers to share knowledge and skills

Stage 3, ManagementStage 3, Management Answer specific “how to” questions Avoid considering future impact at this time

Stage 2, PersonalStage 2, Personal Address potential personal concerns directly Implement changes progressively over time

Stage 1, InformationalStage 1, Informational Provide clear and accurate information Relate changes to current practices

Stage 0, AwarenessStage 0, Awareness Involve teachers in discussion and decisions Give permission not to know

Hall, George, & Rutherford, 1986

Talking PointsTalking 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?

Comparison of SoC and LoUComparison of SoC and LoU

“ “Stages of ConcernStages of Concern (SoC) addresses the (SoC) addresses the affectiveaffective side of change – people’s side of change – people’s reactions, feelings, perceptions, and reactions, feelings, perceptions, and attitudes.”attitudes.”

“ “Levels of UseLevels of Use (LoU) has to do with (LoU) has to do with behaviors and portrays behaviors and portrays howhow people are people are acting with respect to specified change.” acting with respect to specified change.”


Levels of UseLevels of Use

Identify if person is a user or Identify if person is a user or

nonuser . . .nonuser . . .Three nonuse levelsThree nonuse levelsFive use levelsFive use levels

Levels of Use Behaviors Associated with LoUBehaviors Associated with LoU0 Non-Use0 Non-Use No interest shown in the innovation; no action No interest shown in the innovation; no action

takentaken

1 Orientation1 Orientation Begins to gather information about the Begins to gather information about the innovationinnovation

2 Preparation2 Preparation Begins to plan ways to implement the Begins to plan ways to implement the innovationinnovation

3 Mechanical3 Mechanical Concerned about mechanics of Concerned about mechanics of implementationimplementation

4A Routine4A Routine Comfortable will innovation and implements it Comfortable will innovation and implements it as taughtas taught

4B 4B RefinementRefinement

Begins to explore ways for continuous Begins to explore ways for continuous improvementimprovement

5 Integration5 Integration Integrates innovation with other initiatives; Integrates innovation with other initiatives; does not view it as an add-on; collaborates does not view it as an add-on; collaborates with otherswith others

6 Renewal6 Renewal Explores new and different ways to Explores new and different ways to implement innovationimplement innovation Hall & Hord, p. 82

Assessing Individual’s Level of Assessing Individual’s Level of UseUse

LoU Branching InterviewLoU Branching Interview Quick assessment of a person’s Quick assessment of a person’s

LoULoU LoU Focused InterviewLoU Focused Interview

In-depth interview by a certified In-depth interview by a certified interviewer and analyzed using a interviewer and analyzed using a specific matrixspecific matrix

LoU Branching InterviewLoU 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, IINo - LoU 0, I, II

Yes – LoU III, Yes – LoU III, IVA, IVB, V, IVA, IVB, V, VIVI

YesYes

No – LoU O, INo – LoU O, I

User-User-OrientedOriented

Nothing UnusualNothing Unusual

Impact-Oriented – LoU IVB, V, Impact-Oriented – LoU IVB, V, VIVI

No – LoU IVB, No – LoU IVB, VIVI

Yes – LoU VYes – LoU V

NNoo

YeYess

NoNo

Categories for Levels of UseCategories for Levels of UseKnowledgeKnowledge Knows about the innovation, how to use it, and Knows about the innovation, how to use it, and

consequences of its use.consequences of its use.

Acquiring Acquiring InformationInformation

Solicits information in a variety of ways (e.g., Solicits information in a variety of ways (e.g., resource persons, printed materials, site visits,resource persons, printed materials, site visits,

SharingSharing Collaborates with others (e.g., sharing plans, ideas, Collaborates with others (e.g., sharing plans, ideas, resources, problem solving)resources, problem solving)

AssessingAssessing Examines implementation as well as collecting and Examines implementation as well as collecting and analyzing dataanalyzing data

PlanningPlanning Designs and outlines short- and long-term outcomes Designs and outlines short- and long-term outcomes (i.e., aligns resources, collaborates, schedules (i.e., aligns resources, collaborates, schedules activities)activities)

Status ReportingStatus Reporting Describes personal level of implementationDescribes personal level of implementation

PerformingPerforming Operationalizes the actions and activities of Operationalizes the actions and activities of innovationinnovation

Hall & Hord, p. 90


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?

Innovation ConfigurationInnovation Configuration (IC) (IC) MapMap

““The IC map is composed of The IC map is composed of ‘word picture’ descriptions of ‘word picture’ descriptions of the different operational forms the different operational forms of an innovation or change.”of an innovation or change.”


Three Key QuestionsThree Key Questions

What does the innovation look like when it What does the innovation look like when it

is in use?is in use? What would I see in classrooms where it is What would I see in classrooms where it is

used well (and not so well)?used well (and not so well)? What will teachers and students be doing What will teachers and students be doing

when the innovation is in use?when the innovation is in use?



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?

Change Facilitator (CF) StylesChange Facilitator (CF) Styles

InitiatorInitiator ManagerManager ResponderResponder

InitiatorInitiator

“ “push teachers, students, parents, and push teachers, students, parents, and personnel in the district office to support personnel in the district office to support the things that will help students learn, the things that will help students learn, teachers learn, and the school move teachers learn, and the school move forward.” forward.”

“ “focused on assessment, instruction, and focused on assessment, instruction, and curriculum.” curriculum.”


ManagerManager

““do not rush in.”do not rush in.” “ “buy time, which they use to study buy time, which they use to study

and learn more about the change and learn more about the change and to consider whether they should and to consider whether they should have the school engage in it.”have the school engage in it.”


ResponderResponder

““most willing to have others lead.”most willing to have others lead.”

“ “delay making decisions.”delay making decisions.”


CF ProfileCF Profile

Concern for PeopleConcern for People Social/informalSocial/informal Formal/meaningfulFormal/meaningful

Organizational Organizational EfficiencyEfficiency

Trust in othersTrust in others Administrative Administrative

efficiencyefficiency

Strategic SenseStrategic Sense Day-to-DayDay-to-Day Vision and planningVision and planning

Hall & Hord, p. 138


Think about the success of implementing a professional development program in your district . . .

• What is the principal’s role in successful

implementation of a professional development

program?

• Why is it important to know the CF style?

Principal’s Leadership and SupportPrincipal’s Leadership and Support

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

Questions About Collegial SupportQuestions About Collegial Support

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

Guskey, p. 157Guskey, p. 157

Methods of Assessing Methods of Assessing Organization Support and ChangeOrganization Support and Change

Direct observationsDirect observations Analysis of district or school recordsAnalysis of district or school records Analysis of minutes from meetingsAnalysis of minutes from meetings QuestionnairesQuestionnaires Structured interviewsStructured interviews Personal learning logs and reflective Personal learning logs and reflective

journalsjournals Participant portfolios Participant portfolios Guskey, p. 173Guskey, p. 173

Concerns-Based Adoption Concerns-Based Adoption ModelModel

Stages of ConcernStages of Concern Change Facilitator Stages of Change Facilitator Stages of ConcernConcern Levels of UseLevels of Use Innovation Configuration MapInnovation Configuration Map

Hall & Hord, 2001Hall & Hord, 2001

Methods of Assessing Methods of Assessing Participants’ Participants’

Use of New Knowledge and SkillsUse of New Knowledge and Skills Direct observationsDirect observations Participant interviews or conferencingParticipant interviews or conferencing Supervisor interviews or conferencingSupervisor interviews or conferencing Student interviews or conferencingStudent interviews or conferencing QuestionnairesQuestionnaires Focus groupsFocus groups Implementation logs and reflective Implementation logs and reflective

journalsjournals Participant portfolios Participant portfolios Guskey, p. Guskey, p.

202202

Impact of Training ComponentsImpact of Training Components

Concept Understanding

Skill Attainment

Application/ Problem Solving

Theory 85% 15% 5-10%

Modeling

85% 18% 5-10%

Practice & Feedback

85% 80% 10-15%

Coaching (study groups)

90% 90% 80-90%

Joyce and Showers, 1988

Change Facilitator TeamChange Facilitator Team

““A key responsibility of all CF Team A key responsibility of all CF Team members is to continuously let the members is to continuously let the implementors know that the implementors know that the change/innovation is important, that change/innovation is important, that their efforts to implement it are their efforts to implement it are valued, and that there will be valued, and that there will be continuing backup and support.”continuing backup and support.”

Hall & Hord, p. Hall & Hord, p. 157157


SanctioningSanctioning Providing continued back upProviding continued back up Providing resourcesProviding resources Providing technical coachingProviding technical coaching MonitoringMonitoring Following upFollowing up


TrainingTraining ReinforcingReinforcing PushingPushing Telling othersTelling others Approving AdaptationsApproving Adaptations


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?

ReferencesReferencesHall, 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.

ReferencesReferences

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.

ReferencesReferencesHeck, 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.

ReflectionReflection

33 important things I’ve learned … important things I’ve learned …

22 ideas/thoughts I would like to share ideas/thoughts I would like to share with with

others …others …

11 action I will take immediately is … action I will take immediately is …

using cbam when planning and implementing new practices

Documents

levels of use lou

levels of use hall hord

lou stages of concern

iiyes lou

time hall hord

vino lou ivb

ivbvivhall hord

viyesno lou o