Activity 2aActivity 2a

Connecticut Core Standards for English Language Arts & Literacy

Systems of Professional LearningModule 5 Grades K–5: Focus on Deepening Implementation

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Today’s SessionCCS-ELA & Literacy

Successes and Challenges

Supporting Teachers in the Change Process

EQuIP Quality Review Rubric

Collaborative Examination of Student Work

Reflection and Planning

Classroom “Look Fors”

Part 2

Supporting Teachers in the Change Process

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The Challenge of Change

Implementation of the Common Core State Standards: A Transition Guide for School-level Leaders (2013)http://www.aspendrl.org

“A higher bar for students means a higher bar for our schools, which will have to make changes in how they approach teaching and learning.”

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Implementing Change

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Change is Learning

Change is a Process, Not an Event

Organizations Adopt Change; Individuals Implement Change

Facilitating Change is a Team Effort

Why Change is Challenging

Hall and Hord (2011)

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Eight Lessons from “Change”1. People respond to change

differently. It is emotional.

2. Sometimes it is easier to follow than to lead change.

3. People think of change as a loss, rather than enhancing something they’re doing.

4. People think of change as something they have to do alone.

5. People never think they have enough resources.

6. People will often change superficially- for compliance at first.

7. People resist too many changes too fast.

8. It is often easier to maintain what is familiar than what has been changed.

Adapted from: Biological Sciences Curriculum Study (2013). Teaching Math for Learning: The Change Process. Colorado Springs, CO.

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Moving the Vision into Practice“These expectations [CCSS] necessitate robust professional learning experiences and systems for teachers that prioritize the CCSS and include high-quality content, multiple delivery modes (such as workshops, feedback systems, and coaching), and enhanced opportunities for teachers to collaborate and reflect as they look at student work, plan for instruction, and observe each other.”

Aspen Institute (2013)

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Concerns-Based Adoption Model (CBAM) for Change in Schools

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Research-based

framework for thinking

throughchange in education

Prompts leaders to design a

process for change

Provides tools and

techniques for the

initiative

Provides for sharing

of best practices

Enhances leadership’s

ability to better

understand, lead, andfacilitate change

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Concerns-Based Adoption Model (CBAM)

Innovation Configuration

• Clear, shared descriptions of new program• Focus on Key components• Helps teachers understand expectations

Stages of Concern

• For success of initiative, critical to address concerns of implementers• Staff respond to change in many ways• Provide targeted support based on stage of concern

Levels of Use

• Determines extent to which a program/innovation is being used• Determines level of expertise in program use

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6 Refocusing How can I refine and enhance?

5 Collaboration How can I share and see others?

4 Consequence Is this working? How can I do it better?

3 Management Can I fit it in with everything else? But…

2 Personal How will it affect me?

1 Informational How do I do it?

0 Unconcerned What is it and why should I do it?

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Self

Task

Impa

ct Stages of Concern

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Activity 2:Supporting Teachers in the Change Process

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Activity 2a: Supporting Teachers in Making the Change to CCS-aligned Instruction

1.Read Supporting Staff through the Stages of Concern Continuum. 2. Using the “Stages of Concern” Continuum, read the scenario about a fictional

teacher.3. With a partner, determine where this teacher is on the continuum. 4. In table groups, consider what support this teacher will need to move forward.5. Using the “Stages of Concern” Continuum with an explanation for each stage,

discuss:a. How do teachers’ concerns change as they move through the change process?b. How can the questions teachers ask provide information for coaches?c. How do teachers’ attitudes change as they become more familiar with

knowledge and practices involved in a change?

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Increasing Capacity in Implementing CCSActive ListeningThoughtful and Reflective QuestioningProviding Effective FeedbackBuilding Relationships

Essential Skills for CT Core Coaches

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Foster a safe environment that encourages risk taking and implementation of new processes and approachesProvide opportunities to develop, practice, and reflect Demonstrate sensitivity to individual needs and differencesPractice gradual release: Model, provide support and feedback, encourage independent useRecognize and celebrate success

Increasing Capacity

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Active Listening

Promoting a spirit of inquiryPausingParaphrasingProbingPutting ideas on the tablePaying attention to self and othersPresuming positive intentions

from “Seven Norms of Collaboration”http://www.thinkingcollaborative.com/norms-collaboration-toolkit/

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Assessing Your Active Listening Skills

1. Read the Seven Norms of Collaboration.2. Select one that you do well, and one that you

would like to improve upon.3. Pair with a neighbor and explain the norm that

you do well and give an example, as well as the one you would like to improve upon.

4. Discuss with your table: Are there commonalities among your choices?

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Think-Pair-Share

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