Change

Relevant Research

Ellen Marshall, Ph.D. & Cathy McAuliffe-Dickerson, Ph.D.

Think about it…

• Think of a change you recently made in your personal life…a change based on new information

• What was it?• What made you decide to

make the change?

Ellen Marshall, Ph.D. & Cathy McAuliffe-Dickerson, Ph.D.

Think about it…

• Are you an effective teacher?

• What makes someone an effective teacher?

Ellen Marshall, Ph.D. & Cathy McAuliffe-Dickerson, Ph.D.

Effective Teachers Literature

• They are up-to-date in domain-specific knowledge• Affective qualities are just as important as

technical knowledge • They are open to change• They engage in the cycle of action, reflection

(introspection), and revised action• They possess self-knowledge and recognize how

that impacts their teaching• Effective teaching is a developmental process

Ellen Marshall, Ph.D. & Cathy McAuliffe-Dickerson, Ph.D.

Action, reflection, and revised action cycle

• Paulo Freire calls this praxis

• Consider curricular practices in the context of historical, political, and social influences

• An emphasis on self-analysis and growth

Ellen Marshall, Ph.D. & Cathy McAuliffe-Dickerson, Ph.D.

Characteristics of Reflective Teaching (Huang, 2001)

• Strong student-orientation

• Long-term view of the educational process

• Grounded knowledge of oneself

• Knowledge of the development of children

• Knowledge of subject matter

• Openness to continual learning

• Internal metaphor of teacher as facilitatorEllen Marshall, Ph.D. & Cathy McAuliffe-Dickerson, Ph.D.

Types of Innovations and Change

• First order changes – make what already exists more efficient without changing the organizational structure• Example: Implementation of the CIRCLE curriculum

ideas

• Second order changes – are meant to modify one’s theoretical framework – often a paradigm shift• Example: Adopting the idea of constructivist learning

Ellen Marshall, Ph.D. & Cathy McAuliffe-Dickerson, Ph.D.

Change and Teachers

• Teachers must be included in the process…change cannot be dictated…teachers need time to reflect

• What are the benefits of the change?

• How does this align with what I already believe and do?

• What are the costs to me?

• What type of support will I receive?

Ellen Marshall, Ph.D. & Cathy McAuliffe-Dickerson, Ph.D.

Identifying Stages of Concern (Hall & Hord, 2001)

Stages of Concern Expressions of Concern

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

Stage 5: Collaboration I am concerned about relating what I am doing with what my co-workers are doing.

Stage 4: Consequence How is my use affecting clients?

Stage 3: Management I seem to be spending all of my time getting materials ready.

Stage 2: Personal How will using it affect me?

Stage 1: Informational I would like to know more about it.

Stage 0: Awareness I am not concerned about it.

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Ellen Marshall, Ph.D. & Cathy McAuliffe-Dickerson, Ph.D.

Interventions (Hall, George, & Rutherford, 1986)

Stage 6, Refocusing • Respect and encourage teacher interests

• Channel their ideas and energies; act on their concerns.

Stage 5, Collaboration

• Provide opportunities to develop skills needed to work collaboratively

• Rearrange schedules so people can collaborate

Stage 4, Consequence

• Provide positive feedback and needed support

• Provide opportunities for teachers to share

knowledge and skills

Stage 3, Management

• Answer specific “how to” questions

• Avoid considering future impact at this time

Stage 2, Personal • Address potential personal concerns directly

• Implement changes progressively over time

Stage 1, Informational

• Provide clear and accurate information

• Relate changes to current practices

Stage 0, Awareness • Involve teachers in discussion and decisions

• Give permission not to know

Ellen Marshall, Ph.D. & Cathy McAuliffe-Dickerson, Ph.D.

Change and Teachers

• Teachers must be aware of the need to change (in relation to the new information) – so they need a certain amount of domain-specific knowledge

• Teachers must want to change (rather than the change being mandated)

• Teachers must be able to introspect about themselves in relation to the change

Ellen Marshall, Ph.D. & Cathy McAuliffe-Dickerson, Ph.D.

Change and Teachers

• A process analogous to psychotherapy (Ferrari and Elik, 2003)

• You have to be willing to look deeply at patterns – intellectually and emotionally

• You have to look at new information in relation to your values and beliefs

• Metacognition is required

Ellen Marshall, Ph.D. & Cathy McAuliffe-Dickerson, Ph.D.

Levels of Change Adoption (Everett Rogers)

• Innovators

• Early adopters

• Early majority

• Late majority

• Laggards

Ellen Marshall, Ph.D. & Cathy McAuliffe-Dickerson, Ph.D.

A Reggio Study (Kerstling, 1995)

• In St. Louis, Missouri• Pre-k and K teachers were

adopting this model• Working together• Detailed reflection• Discuss frustrations, problems,

and successes• Willingness for risk-taking• Acknowledgement of challenges• Consensual decision making

Ellen Marshall, Ph.D. & Cathy McAuliffe-Dickerson, Ph.D.

Where are you? Where are those who you may mentor?

• Mano a Mano – helps you see yourself

• You must see yourself and reach a certain point before you can mentor others

Ellen Marshall, Ph.D. & Cathy McAuliffe-Dickerson, Ph.D.

Time To Reflect!

• Complete the Domains of Change exercise

Ellen Marshall, Ph.D. & Cathy McAuliffe-Dickerson, Ph.D.