Implementing Change Through Learning
Concerns-Based Concepts, Tools, and Strategies for Guiding Change
1st Edition
Published on 14. May 2013
Book
Paperback/Softback
168 pages
978-1-4522-3412-0 (ISBN)
Description
Lead successful, lasting reform in your school or district!
There's no doubt about it: real educational reform happens one school at a time, one classroom at a time. No matter what change your school or district is facing, this definitive book shows how to involve teachers and staff as partners, every step of the way.
Shirley Hord and Gene Hall are highly acclaimed experts on K-12 change management with their Concerns-Based Adoption Model (CBAM), a rigorously field-tested approach that has benefitted schools and districts for more than two decades. Now this respected team, joined by co-author James Roussin, shares their hands-on techniques with you in this practical guide. This complete change management program enables you to
Understand, predict, and address educator concerns and reactions that may arise during the change process
Use a series of powerful Learning Map activities to guide and support individuals and teams to navigate their own change efforts successfully
Promote collaboration and learning throughout a change initiative, transforming skeptics into supporters
Experience the CBAM model in action through a running case study
Implementing Change Through Learning offers realistic, people-centered strategies that help you develop trust and credibility with all teachers and staff involved, setting a foundation for reform that lasts.
There's no doubt about it: real educational reform happens one school at a time, one classroom at a time. No matter what change your school or district is facing, this definitive book shows how to involve teachers and staff as partners, every step of the way.
Shirley Hord and Gene Hall are highly acclaimed experts on K-12 change management with their Concerns-Based Adoption Model (CBAM), a rigorously field-tested approach that has benefitted schools and districts for more than two decades. Now this respected team, joined by co-author James Roussin, shares their hands-on techniques with you in this practical guide. This complete change management program enables you to
Understand, predict, and address educator concerns and reactions that may arise during the change process
Use a series of powerful Learning Map activities to guide and support individuals and teams to navigate their own change efforts successfully
Promote collaboration and learning throughout a change initiative, transforming skeptics into supporters
Experience the CBAM model in action through a running case study
Implementing Change Through Learning offers realistic, people-centered strategies that help you develop trust and credibility with all teachers and staff involved, setting a foundation for reform that lasts.
Reviews / Votes
"Change requires learning and learning produces change. Hord, Roussin, and Hall generously provide the tools educators need to promote the learning necessary to achieve the change they seek to make." -- Stephanie Hirsh, Executive Director "Few ideas in education are more fundamental to our understanding of the change process than those described in this book. The Stages of Concern addressing individual's feelings and perceptions, the Levels of Use describing the gradual development of expertise, and Innovation Configurations that consider the fidelity of innovation implementation, provide the basis for nearly all models of change. Shirley and Jim, who have been a part of this crucial work from the very beginning, present these fundamental elements in a modern context and show how they are just as relevant today as they were when developed nearly four decades ago. It is a "Must Read" for every educational leader who wants to successfully navigate the difficult and complex process of change." -- Thomas R. Guskey, Professor of Educational Psychology and Corwin Author "If you're working in or with schools, you should follow the path of change so elegantly mapped out in this book. Hord, Roussin, and Hall give us all the guideposts we need along the route for a successful journey. Based in long standing research with fool proof processes, you can't go wrong when applying their wise course of action. It's a must read for principals." -- Terry Morganti-Fisher, Educational Consultant "Once again, Hord, Roussin, and Hall have produced a compelling and practical guide for school leaders who are serious about implementing schoolwide change in a thoughtful, caring manner." -- Delores B. Lindsey, Coauthor of Culturally Proficient Practice "Implementing Change Through Learning provides educators with accessible, powerful tools for understanding and implementing transformational change processes in schools. There are insights and resources in this book that any school leader taking on the challenge of school improvement can embrace." -- Gary Bloom, Superintendent "The authors expertly offer practical, concrete, specific strategies and tools for moving the dream of change into goals for change. This book is valuable to any professional educator serious about implementing change successfully." -- Janice Bradley, Mathematics Leadership Coordinator "This book delivers on being a true how-to for implementing change. We need new tools to actually guide us through difficult processes within this social science we live in and try to impact daily. These tools are timely and thought provoking." -- Dalane E. Bouillion, Associate Superintendent for Curriculum and Instruction "What better time than now to rekindle the flame of teacher-centered and teacher-led school reform?" -- From Chapter 1: "Think Piece" by Ann Lieberman and Lynne MillerMore details
Language
English
Place of publication
Thousand Oaks
United States
Publishing group
SAGE Publications Inc
Target group
Professional and scholarly
Dimensions
Height: 280 mm
Width: 216 mm
Thickness: 9 mm
Weight
440 gr
ISBN-13
978-1-4522-3412-0 (9781452234120)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Persons
Shirley M. Hord, PhD, is the scholar laureate of Learning Forward (previously National Staff Development Council), following her retirement as Scholar Emerita at the Southwest Educational Development Laboratory in Austin, Texas. There she directed the Strategies for Increasing Student Success Program. She continues to design and coordinate professional development activities related to educational change and improvement, school leadership, and the creation of professional learning communities.
Her early roles as elementary school classroom teacher and university science education faculty at The University of Texas at Austin were followed by her appointment as co-director of Research on the Improvement Process at the Research and Development Center for Teacher Education at The University of Texas at Austin. There she administered and conducted research on school improvement and the role of school leaders in school change.
She served as a fellow of the National Center for Effective Schools Research and Development and was U.S. representative to the Foundation for the International School Improvement Project, an international effort that develops research, training, and policy initiatives to support local school improvement practices.
In addition to working with educators at all levels across the U.S. and Canada, Hord makes presentations and consults in Asia, Europe, Australia, Africa, and Mexico.
Her current interests focus on the creation and functioning of educational organizations as learning communities and the role of leaders who serve such organizations. Dr. Hord is the author of numerous articles and books, of which a selection of the most recent are: Implementing Change: Patterns, Principles, and Potholes, 3rd ed (with Gene E. Hall, 2011); Reclaiming Our Teaching Profession: The Power of Educators Learning in Community (with Edward F. Tobia, 2012); A Playbook for Professional Learning: Putting the Standards Into Action (with Stephanie Hirsh, 2012). James L. Roussin, M.A.L.S., has been committed to improving teaching and learning in schools across the US and abroad throughout his professional career. He has worked as a Language Arts Teacher, Gifted Coordinator, ESL Coordinator, Curriculum Director, Executive Director of Teaching, Learning & School Improvement, Adjunct Professor, and Educational Consultant.
Jim is currently working as a Strategic Change Consultant and is the Executive Director for Generative Learning. Website: http://www.generative-learning.com
Jim helped to revitalize the Minnesota Staff Development Council from 1998 - 2004 and served as its President for four of those years. He has also served as a board of trustee on the National Staff Development Council (now Learning Forward).
He is a teaching associate for Human Systems Dynamics (an institute that is using complexity theory to impact organizational development work). He is also a learning facilitator for Leadership Development, Cognitive Coaching, Adaptive Schools, QLD (Quality Leadership by Design) - S.M.A.R.T. Goals, and Program Evaluation.
In February of 2006, Jim traveled to India on a Berkana Learning Journey to explore new forms of leadership that are emerging in global communities. And in 2009 he spent four months working in the Middle East with ASCD-Middle East in supporting the Ministry of Education in implementing new teacher development standards. J
Jim's current interests focus on healthy organizations and human development through the lens of natural systems theory and complexity science.
James Roussin is the author of a variety of articles as well as a co-author of the book: Guiding Professional Learning Communities: Inspiration, Challenge, Surprise, and Meaning (Shirley M. Hord, James L. Roussin & William A. Sommers, 2010).
Her early roles as elementary school classroom teacher and university science education faculty at The University of Texas at Austin were followed by her appointment as co-director of Research on the Improvement Process at the Research and Development Center for Teacher Education at The University of Texas at Austin. There she administered and conducted research on school improvement and the role of school leaders in school change.
She served as a fellow of the National Center for Effective Schools Research and Development and was U.S. representative to the Foundation for the International School Improvement Project, an international effort that develops research, training, and policy initiatives to support local school improvement practices.
In addition to working with educators at all levels across the U.S. and Canada, Hord makes presentations and consults in Asia, Europe, Australia, Africa, and Mexico.
Her current interests focus on the creation and functioning of educational organizations as learning communities and the role of leaders who serve such organizations. Dr. Hord is the author of numerous articles and books, of which a selection of the most recent are: Implementing Change: Patterns, Principles, and Potholes, 3rd ed (with Gene E. Hall, 2011); Reclaiming Our Teaching Profession: The Power of Educators Learning in Community (with Edward F. Tobia, 2012); A Playbook for Professional Learning: Putting the Standards Into Action (with Stephanie Hirsh, 2012). James L. Roussin, M.A.L.S., has been committed to improving teaching and learning in schools across the US and abroad throughout his professional career. He has worked as a Language Arts Teacher, Gifted Coordinator, ESL Coordinator, Curriculum Director, Executive Director of Teaching, Learning & School Improvement, Adjunct Professor, and Educational Consultant.
Jim is currently working as a Strategic Change Consultant and is the Executive Director for Generative Learning. Website: http://www.generative-learning.com
Jim helped to revitalize the Minnesota Staff Development Council from 1998 - 2004 and served as its President for four of those years. He has also served as a board of trustee on the National Staff Development Council (now Learning Forward).
He is a teaching associate for Human Systems Dynamics (an institute that is using complexity theory to impact organizational development work). He is also a learning facilitator for Leadership Development, Cognitive Coaching, Adaptive Schools, QLD (Quality Leadership by Design) - S.M.A.R.T. Goals, and Program Evaluation.
In February of 2006, Jim traveled to India on a Berkana Learning Journey to explore new forms of leadership that are emerging in global communities. And in 2009 he spent four months working in the Middle East with ASCD-Middle East in supporting the Ministry of Education in implementing new teacher development standards. J
Jim's current interests focus on healthy organizations and human development through the lens of natural systems theory and complexity science.
James Roussin is the author of a variety of articles as well as a co-author of the book: Guiding Professional Learning Communities: Inspiration, Challenge, Surprise, and Meaning (Shirley M. Hord, James L. Roussin & William A. Sommers, 2010).
Content
Foreword by Gene E. Hall
Preface: What You Will Find in This Book
Acknowledgments
About the Authors
1. Introduction
Six Beliefs About Change
Critical Understandings
An Informal Introduction
EveryWhere School District
2. Six Strategies: Moving From Adoption to Full Implementation
EveryWhere Begins the Implementation Journey
Learning Map 2.1: Explaining Six Research-Based Strategies for Change
Learning Map 2.2: Planning Strategies for a Change Effort
Learning Map 2.3: Reviewing the Literature on Structural and Relational Conditions for Change
Learning Map 2.4: Assessing Change Readiness
3. Innovation Configurations: Creating a Vision of the Change
EveryWhere Begins Creating A Vision of Its Changes
Learning Map 3.1: Articulating the Need for Precision About the Change
Learning Map 3.2: Identifying Structures of an Innovation Configuration Map
Learning Map 3.3: Creating an IC Map With Guided Practice
Learning Map 3.4: Developing an IC Map Independently
Learning Map 3.5: Reviewing and Revising the Map
Learning Map 3.6: Field-Testing and Revising the Map
Learning Map 3.7: Sharing the Map With Implementers
Learning Map 3.8: Using an IC Map for Developing an Implementation Plan
4. Stages of Concern: Understanding Individuals
EveryWhere Considers the Compelling Case for Concerns
Learning Map 4.1: Considering the Compelling Case for Concerns
Learning Map 4.2: Generating Responses to Concerns
Learning Map 4.3: Collecting Concerns Data
5. Levels of Use: Using Innovations
EveryWhere Meets Levels of Use
Learning Map 5.1: Articulating Behaviors Associated With the Use of Innovations
Learning Map 5.2: Identifying the Level of Use of Individuals
Learning Map 5.3: Collecting Levels-of-Use Data
EveryWhere's Journey Comes to an End, or Does It?
Implementing Change Through Learning
Finale by Gene E. Hall
References
Additional Resources for the Concerns-Based Adoption Model
Index
Preface: What You Will Find in This Book
Acknowledgments
About the Authors
1. Introduction
Six Beliefs About Change
Critical Understandings
An Informal Introduction
EveryWhere School District
2. Six Strategies: Moving From Adoption to Full Implementation
EveryWhere Begins the Implementation Journey
Learning Map 2.1: Explaining Six Research-Based Strategies for Change
Learning Map 2.2: Planning Strategies for a Change Effort
Learning Map 2.3: Reviewing the Literature on Structural and Relational Conditions for Change
Learning Map 2.4: Assessing Change Readiness
3. Innovation Configurations: Creating a Vision of the Change
EveryWhere Begins Creating A Vision of Its Changes
Learning Map 3.1: Articulating the Need for Precision About the Change
Learning Map 3.2: Identifying Structures of an Innovation Configuration Map
Learning Map 3.3: Creating an IC Map With Guided Practice
Learning Map 3.4: Developing an IC Map Independently
Learning Map 3.5: Reviewing and Revising the Map
Learning Map 3.6: Field-Testing and Revising the Map
Learning Map 3.7: Sharing the Map With Implementers
Learning Map 3.8: Using an IC Map for Developing an Implementation Plan
4. Stages of Concern: Understanding Individuals
EveryWhere Considers the Compelling Case for Concerns
Learning Map 4.1: Considering the Compelling Case for Concerns
Learning Map 4.2: Generating Responses to Concerns
Learning Map 4.3: Collecting Concerns Data
5. Levels of Use: Using Innovations
EveryWhere Meets Levels of Use
Learning Map 5.1: Articulating Behaviors Associated With the Use of Innovations
Learning Map 5.2: Identifying the Level of Use of Individuals
Learning Map 5.3: Collecting Levels-of-Use Data
EveryWhere's Journey Comes to an End, or Does It?
Implementing Change Through Learning
Finale by Gene E. Hall
References
Additional Resources for the Concerns-Based Adoption Model
Index