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Implementing Change Through Learning

Implementing Change Through Learning
Concerns-Based Concepts, Tools, and Strategies for Guiding Change

Foreword and Finale by Gene E. Hall

April 2013 | 168 pages | Corwin

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.

Foreword by Gene E. Hall
Preface: What You Will Find in This Book
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
Additional Resources for the Concerns-Based Adoption Model

"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
Learning Forward

"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
University of Kentucky

"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
Learning Forward and QLD Learning

"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
Santa Cruz City Schools, Soquel, CA

"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
New Mexico State University

"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
Spring ISD, Houston, TX

“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 Miller
Key features
(1) Based on a highly-regarded, empirically-validated approach to implementing change: the Concerns-Based Adoption Model (CBAM).

(2) Guides educators through the implementation process by harnessing the power of the three essential CBAM tools: Innovation Configurations, Stages of Concern, and Levels of Use.

(3) Supports the effective implementation of virtually any educational initiative.

(4) Includes an array of Learning Maps -- a series of powerful activities with accompanying tools designed to guide change leaders through in their learning of how to bring about successful and sustainable change.

(5) Incorporates a running narrative (a composite case of a school district and its staff members engaging in a change process) as they employ the essential principles and tools of CBAM.

For instructors

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