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Level 0:

Behaviors Associated
with LoU
I have little or no knowledge of
the change, and I am doing
nothing toward becoming

Level 1:

I am seeking or acquiring
information about the change.

Level 2:

I am preparing for the first step in

implementing the change.

Level 3:
al Use

I focus most effort on the shortterm, day-to-day interaction with

the change, with little time for
reflection. My effort is primarily
directed toward mastering tasks

Possible Interventions
1. Build a relationship with a coach that provides support in a nonthreatening way. The coach and teacher work as a team to make progress
in the classroom towards the implementation of writing (Knight, 2015).
2. Go on learning walks into classrooms that are implementing the writing
program. Be strategic in lessons to see and when teachers are using
technology. After the learning walk, the teacher should discuss strengths
in the classrooms and one thing they will take on from the learning walk.
3. Professional development that focuses on the importance of data and why
the change is necessary.
1. Professional development that allows for teachers to start asking
questions and getting involved in the change process. Use the Google
Form created from module 3 to get a grasp on next steps of this teacher.
2. Bring forth other success stories of being strategically focus on making
change in one academic area (in our case writing). In The Year of
Writing the article makes an emphasis on how being focus on reading
showed great growth and their next step was to teach writing with the
same diligence and connect it to the success of their reading focus
(Gaquin, 2006). Peoria has always been reading focused, so showing the
link to writing to the teacher.
1. To begin implementation, teachers will need to make a commitment to
being focused on the creation of the pacing guide and finding resources.
Writing coaches will need to support when time constraints are making it
hard on the teacher.
2. Pair the teacher with a level 4B or level 5 teachers that they can visit the
classroom for writing. They can see it in practice and look for next steps
of their own to try as they get started.
3. Coaching and support to help the teacher get started and feel successful.
4. For technology, doing a learning walk to notice differences in engagement
from classrooms with minimal technology use to teachers with thoughtful
technology use. Technology is such a significant part of students' lives in
today's world that if teachers use technology in the classroom, students
automatically become more in tune with what they are learning
(Moratelli and DeJarnette 2014).
1. The coach comes into the classroom weekly with a dialogue. Coach gives
strengths. In the dialogue, teacher and coach develop a next step to push
the implementation into deeper understanding.
2. Focus on one part of the change plan more in depth so that the teacher is
not overwhelmed and afraid to try. As in the change plan, it is a three part

required to do the change


implementation, but teachers need to take it on in pieces so that at the

end of the year all parts come together.

Level 4

Level 4

Level 5:

Level 6:

I feel comfortable with the change.

However, I am putting forth little
effort and thought to improve the
change plan.

I vary the way I implement the

change to increase the expected
benefits within the classroom. I am
working on different
implementation strategies to
maximize the change effect on my

I am combining my own efforts

with related activities of other
teachers and colleagues to achieve
impact in the classroom.

I reevaluate the quality of use of

the change, seek major
modifications of, or alternatives to,
present innovation to achieve
increased impact, examine new
developments in the field, and
explore new goals for myself and
my school or district.

1. Use the change survey to get valuable feedback from how teachers are
feeling and can look for trends and where to support.
2. At this point, teachers should do grade level learning walks and have a
discussion of what they are seeing the classrooms together. Teachers
should decide as a team how the process is going for them and decide
what help they need with integration into other subjects, technology, or
with the pacing guide.
3. After their decide a next step, have the team have a half day/full day
planning session where they can ask questions and focus on their area of
need to move forward.
1. Allow for teachers to see some feedback from the change survey. Have
teachers discuss trends and ask questions.
2. Give time for feedback and suggestions that teachers may be allowed to
3. Use the classroom as a host classroom, as teachers visit allow them to
have a conversation about strengths and next steps they saw in the
classroom. Teacher can justify thoughts and have feedback. Feedback will
allow the teacher to take the next step of pushing their own classroom
(Cantillon and Easton, 2015).
1. Build a group of teachers who want to share successes and challenges.
Allow them to meet virtually in a G+ community to share. At the end,
each teacher will take on a new strategy that another person used and
felt successful.
2. Teachers bring writing data to professional development for time to
analyze the writing improvements from the baseline data. Notice trends
and what areas of need the group of students has. If only one teacher is
ready for this, use coaching time to look at data and discuss.
3. If further needed, teachers can work together to analyze data that is
presented and determine next steps as a team.
1. Create a team of teachers and change leaders that communicate with the
principal on successes and questions that arise.
2. Create a new change survey for these teachers to be honest about needs
and if there are issues with the change.
3. Have a team of teachers that are change leaders work to develop
artifacts, videos, and a website of resources that teachers can interact
with when they need support.
4. With a coach, create goals for the future use of the change. If needed,
visit other schools to do a learning walk in any area of integration into
other subjects or technology.