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Supporting Module Implementation: Leading ChangeThe Concerns-Based Adoption Model

• It isn’t the changes that do you in, it’s the transitions. They aren’t the same thing. Change is situational: the move to a new site, the retirement of the founder, the reorganization of the roles on the team, the revisions to the pension plan. Transition, on the other hand, is psychological; it is a…process that people go through as they internalize and come to terms with the details of the new situation that the change brings about.

• Getting people through the transition is essential if the change is actually to work as planned. When a change happens without people going through a transition, it is just a rearrangement of the chairs. It’s what people mean when they say, “Just because everything has changed, don’t think that anything is different around here.” It’s what has gone wrong when some highly touted change ends up costing a lot of money and producing disappointing results. But as important as going through transition is to getting the results that organizations are seeking, they lack a language for talking about it.

Managing Transitions – 3rd Edition – Making the Most of Change by William Bridges, PhD

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Learning Targets

• I can explain why differentiated support to teachers is an essential component of a successful change process.

• I can apply the Concerns-Based Adoption Model to support my own and others’ adoption of the implementation of the Common Core State Standards.

Reflection & Writing

• Jot some notes about time when you had to learn to do something new – and it was important you do it well.

• 2 minutes of writing, then share with a partner.

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The Concerns-Based Adoption Model

• Read the article “A Measure of Concern” from the National Staff Development Council.

• As you read, use the following text codes to track your thinking:

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• + this connects to other resources I have studied about change.

• ? this raises questions for me about choices I have made when implementing change.

• * this is evidence that supports my decision making about implementing change.

Concerns-Based Adoption Model

• The Concerns-Based Adoption Model is a research-based framework that posits that adults pass through predictable stages of “concern” during change.

• It has implications for the practices of professional development/school improvement as people don’t all pass through the Stages of Concern at the same rate.

• Supporting people in change is critical for learning to "take hold."

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Stages of ConcernThe Concerns-Based Adoption Model suggests that people considering and experiencing change evolve in the kinds of questions they ask and in their use of whatever the change is. •In general, early questions are more self-oriented: What is it? and How will it affect me? •When these questions are resolved, questions emerge that are more task-oriented: How do I do it? How can I use these materials efficiently? How can I organize myself? and Why is it taking so much time? •Finally, when self- and task concerns are largely resolved, the individual can focus on impact. Educators ask: Is this change working for students? and Is there something that will work even better?

Read through the Stages of Concern document. Do you see yourself in the Stages of Concern? Do you see the people you work with in these stages?

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Another View: The Levels of Use

• The Levels of Use describe the BEHAVIORS of teachers at different implementation stages.

• What they are DOING also suggests where they are in the change process.

• Talk at your tables – What benefit is there in thinking about your

teachers along this change continuum?

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Connections

• Think about your Staff Colleagues Grade-level teammates Those you coach

• Where are they in regards to… ELA module implementation? Common Core-aligned instruction? HOW DO YOU KNOW? – Refer back to the

documents and discuss with a partner.

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Application: Mini Case Studies

• Donahue Middle School: Select a partner Read Part A Discuss questions Read Part B Discuss questions

• Pause, please

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Application: Mini Case Studies

• Select two more case studies of interest to you, following the same pattern:

Read Side A, discuss questions with a partner. Read Side B. Make connects to those you know.

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From Individuals to Systems

• Use surveys (copy this one!) to determine where faculty are in relation to a new initiative.

• This data represents a school that piloted the modules last spring (following intensive training on the alignment of the modules to the Common Core, classroom teachers implemented one module.)

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Application: Data Analysis

• Examine the Sample School Data and Item Map:

Where is this “school” in terms of Stages of Concern after about 3 months’ worth of implementation?

Is everyone at the same place? What trends do you notice?

What has this school done well so far? Can you see any distinct “groups” of need going

forward? If so, what?

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Planning for Differentiation

• Read the document “Supporting Staff on the Change Continuum.”

• Based on your data analysis and the recommendations for support on this document:

What would you plan for your next “whole staff” PD session?

Could you/should you differentiate it? If so, how?

What would you do moving forward from here?

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Assessment

1. People resist change. T/F

2. Learning something new always requires an

adoption phase. T/F

3. Leaders and employees experience the change process at

the same speed. T/F

4. It is not a leader’s responsibility to manage employees’

emotional response to change. T/F

5. Leaders should create a change management plan to

support their staff. T/F

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