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Making Meaning of Change

Phyllis Horst-Nofziger, Annette Raiser, Gina Weaver

Overview

Concern-Based Adoption Model (pdf)

Interactive Learning Experience

Making Meaning of Change (power point)

Handouts

Plastic Shoes (song lyrics) (pdf)

Scenarios (pdf)

Resources and Links

Akhavan, Nancy L. (2002). 7 steps for sustaining reform. Leadership 31.3 :24. Retrieved June 11, 2007 from  Professional Development Collection. EBSCO. 

Lists concrete ways to maintain systemic change. Includes keeping focused on the end goal, keeping desired change in the forefront of teachers' minds and expect quality change to take time.

Fullan, Michael. (2007). Turnaround Schools/Turnaround Systems. Retrieved 6/12/07. http://www.michaelfullan.ca/resources.htm

These are the notes from a keynote address given by Michael Fullan.  He discusses a wide variety of topics related to educational reform and change.  He addresses topics such as strategies of effective change, key insights, elements of change, continuums of change, and a significant amount of information about building professional communities within schools. 

Kotter, John. P.(1998).  Winning at change. Leader to Leader. 10: Retreived 6/12/07                  http://www.leadertoleader.org/knowledgecenter/L2L/fall98/kotter.html

This is an informative article about facilitating effective change in organizations.  In this article, John Kotter lists and explains his eight steps to transforming an organization. He also gives the four most frequent reasons that change fails within organizations.

Loucks-Horsley, Susan. (1995). The Concerns-Based Adoption Model (CBAM): A Model for Change in Individuals. National Standards and the Science Curriculum. Retrieved June 12, 2007.  http://www.nas.edu/rise/backg4a.htm

This article outlines the Concerns-Based Adoption Model as it relates to professional development.  It includes tables of the stages of concern and levels of use of the innovation regarding typical behaviors.

Richardson, Virginia. (1998). How teachers change: what will lead to change that most benefits student learning? Focus on Basics.2:C. Retrieved June 12, 2007, from National Center for the Study of Adult Learning and Literacy. http://www.ncsall.net/?id=395.

This article counters a prevailing belief that teachers are resistance to change. Ensuring that school change is teacher-directed will more likely guarantee change that is effective. Long term change happens when teachers see themselves as part of a community of practice, rather than isolated individuals in a school.

Sweeny, Barry. (2003). The CBAM: A Model of the People Development Process.  Retrieved June 12, 2007.  http://www.mentoringassociation.org/membesonly/CBAM.html.

Barry Sweeny discusses the Concerns-Based-Adoption-Model (CBAM) which describes the stages a person evolves through when they are exposed to something new in a professional development activity.  The article includes sections on the Stages of Concern Model, the “Bridge,” What happens when a person’s learning needs are not met, the main obstacle of development, primary goal of professional development activities, structuring needs assessment and program evaluation, predicted CBAM results, planning and providing program level staff development and individual mentoring, and cautions.

Understand change theory, persuasion to manage change. (2006) Academic Leader 22.7: 1-2. Retrieved June 11, 2007, from Professional Development Collection. EBSCO.

Be sure that small, visible signs of change are evident along the journey to major change. Listen to and take into account opinions of faculty. Stages in acceptance of change are similar to stages of grieving. Keeping these principles in mind ensures change is a community building process rather than a divisive event.

Other Links

www.rubicon.com

(curriculum mapping website)

This website was created as a project for the class Creating Cultures of Change: Constructivist Environments taught by Dr. Jean R. Hawk - Eastern Mennonite University © 2007 Fiddleback Webs. All rights reserved.