Context For Change Workbook PDF

Creating the Context for Change
A Workbook for First Steps in EdTech Implementation
schoology.com 1 800-749-2590
Introduction: The Focus of this Workbook
When undertaking something that requires a change in educational practice—whether that’s new curriculum, a new approach
to teaching and learning, and/or adoption of a new tool or technology—being strategic about how to effectively implement
that shift takes careful planning and collaboration between different teams.
According to research by Hall and Hord titled Implementing Change: Patterns, Potholes, and Principles (4th Edition), there are six
strategies that leaders should employ when implementing something new to impact learning. This workbook will guide you
through the first of these strategies: Creating the Context for Change.
Complete the activities in this workbook and use them alongside the explainers as a jumping off point for successful change in
your institution.
Introduction: The Context of Change in Education
There are many ideas about effective change out there, most of them from the private sector or the business world. Valuable
aspects about change can be found in many business publications (including Managing Change and Transition from the
Harvard Business Essentials Series, John Kotter’s Heart of Change, and Switch: How to Change Things When Change is Hard
from Dan and Chip Heath), but there are things unique to the educational context that don’t always apply in business. The
context of change in education is captured very well in the Concerns-Based Adoption Model or CBAM.
In CBAM, three dimensions of change are addressed: Innovation Configurations, Stages of Concern, and Levels of Use.
Introduction: The Concerns-Based Adoption Model (CBAM)
Describes Innovation Configurations: An Innovation

Innovation Configuration Map, or IC Map, clearly
defines the criteria of high-quality
implementation and is similar to a rubric.
Innovation
Configuration Map
Picture of an Innovation
Stages of Concern: The Stages of Concern
refer to an evaluative process—generally
including a questionnaire, an interview, and
Together
open-ended comments—that helps leaders
Evidence of identify faculty and staff attitudes towards
Implementation
Data to Drive Actions

change in order to better address specific
Levels of Use Stages of Concern concerns.
Use of an Reaction to an
Innovation Innovation
Levels of Use: The Levels of Use help
determine to what magnitude faculty and
Depicts Individual Identifies Individual staff, individually and collectively, are using
Behaviors Attitudes and Beliefs a particular edtech program.
Original image by American Institutes for Research
Innovation Configuration
Mapping
The First Dimension of Change in CBAM
What is Innovation Configuration Mapping?
IC Mapping, according to the American Institutes for Research “provides a clear picture of what constitutes high-quality
implementation.” An innovation configuration map looks almost like a rubric but is structured a bit differently. It is intended to
identify a continuum of practice (focused on behaviors) instead of being used to evaluate a product.
The levels of practice identify ideal state to emerging state, based on desired outcomes. In the case of implementing an LMS,
identify what teaching outcomes should result and then identify how a teacher would move from the beginning level to the
highest level (you can have as many levels as needed).
An IC Map in Practice
When planning out an implementation of something like an LMS, identify which outcomes are desired for each constituency
(teachers, students, leaders, etc.) and then “map” out what different levels of innovation will look like. Share that with leaders
and teachers so there is a clear idea about what behaviors constitute desired change.
Below is an example of an IC Map for a single outcome.
Desired Outcome 1: Teachers use tools to collaboratively plan authentic learning experiences for students in digital or virtual spaces,
engaging with experts, teams, and students.
Level 1 Level 2 Level 3 Level 4

Actively collaborates with Collaborates using Collaborates with others using Does not yet collaborate
digital tools in varied local and real-time collaboration tools email or other communication virtually to engage with
global virtual spaces, including in a dedicated virtual space to tools to engage with a team or experts, teams or students
engaging with students, engage with experts and teams PLC
experts, and teams or PLCs or PLCs
Activity: Create Your Own Innovation Configuration Maps
Using the examples to

Desired Outcome 1:
the right, create your
first two IC Maps that Level 1 Level 2 Level 3 Level 4
address specific desired
outcomes of your
institution.
Share those with key

members of your staff
Desired Outcome 2:
and work together
to map out the other Level 1 Level 2 Level 3 Level 4
desired outcomes.
Learn More About the Stages of Concern
Measuring Implementation in Schools:

Innovation Configurations
For more information about IC
Mapping, see this manual by
Shirley M. Hord, PhD, Suzanne M.
Stiegelbauer, PhD, Gene E. Hall,
PhD, and Archie A. George, PhD.
Read it here
The Stages of Concern
The Second Dimension of Change in CBAM
What are the Stages of Concern?
The Stages of Concern (SoC) help leaders identify faculty and staff attitudes towards change. They help those leading change
focus on the people who are actually doing the change required.
The Stages of Concern aspect should ideally include a questionnaire for different people affected by the change to identify
where they are when beginning implementation in a quantitative way, structured interviews and collection of open-ended
statements given at key points throughout to provide qualitative information for leadership.
The information gleaned from the questionnaire results can help guide critical areas like professional development,
communication planning, and resource allocation.
What are the Stages of Concern? (Continued)
The chart to the left illustrates all

Stage of Concern Typical Statement six stages of concern. Each stage
is paired with a statement you’d
“I think I heard something about it, but I’m
0: Unconcerned too busy right now with other priorities to be typically hear from someone
concerned about it.” who is experiencing that level of
“This seems interesting. I would like to know
1: Informational more about it.” concern.
I’m concerned about the changes I’ll need to

2: Personal make in my routines.”
“I’m concerned about how much time it

3: Management takes to get ready to teach with this new
approach.”
“How will this new approach affect my
4: Consequence students?”
“I’m looking forward to sharing some ideas

5: Collaboration about it with other teachers.”
“I have some ideas about something that

6: Refocusing would work even better.”
*from http://www.air.org/resource/stages-concern
Activity: The Stages of Concern Questionnaire
To the right are a few questions

from an example Stages of Concern
Questionnaire. In this example, 0
represents “Not True of Me” and 7
represents “Very True of Me.”
Create your own Stages of Concern

Questionnaire and collect and .
review the results. You can learn
all about that process in this SEDL
report.
Learn More About the Stages of Concern
The Stages of Concern Questionnaire

For more information about
determining the Stages of Concern,
see this manual by Shirley M. Hord,
PhD, Suzanne M. Stiegelbauer, PhD,
Gene E. Hall, PhD, and Archie A.
George, PhD.
Read it here
Levels of Use
The Third Dimension of Change in CBAM
What are the Levels of Use?
The third and final dimension of change in CBAM is the Levels of Use. The Levels of Use help determine to what magnitude
faculty and staff, individually and collectively, are using a particular edtech program. As the third dimension of change, Levels of
Use can help determine if adoption is happening with fidelity across a system. This is particularly important when trying to see
impact on student achievement. It is impossible to correlate any effects from innovation if there is not a way to determine if the
innovating is even being used with students.
What are the Levels of Use? (Continued)
In its strictest form, the Levels of Use diagnostic dimension is comprised solely of qualitative data gathered through a “focused
interview” protocol, organized around Decision Points and a branching format. For valid research purposes, the interviewers
are trained in the protocol to ensure consistency and inter rater reliability. However, this can be modified for less formal
situations.
While Levels of Use does rely on focused interviews and qualitative measures, looking at a technological innovation like an LMS
should also incorporate a level of quantitative information, like usage analytics. Analytics can provide one facet of information
in the prism of data needed to truly understand to what degree people are actually using the technology.
What are the Levels of Use? (Continued)
State in which the user has little or no knowledge of the innovation, has no involvement with the innovation, and is doing nothing
Level 0: Non-Use toward becoming involved.
Level I: Orientation State in which the user has acquired or is acquiring information about the innovation and/or has explored or is exploring its value
orientation and its demands upon the user and the user system.
Level II: Preparation State in which the user is preparing for first use of the innovation.
State in which the user focuses most effort on the short-term, day-to-day use of the innovation with little time for reflection. Changes
Level III: Mechanical Use in use are made more to meet user needs than client needs. The user is primarily engaged in a stepwise attempt to master the tasks
required to use the innovation, often resulting in disjointed and superficial use.
Level IVA: Routine Use Use of the innovation is stabilized. Few if any changes are being made in ongoing use. Little preparation or thought is being given to
improving innovation use or its consequences.
Level IVB: Refinement State in which the user varies the use of the innovation to increase the impact on clients within immediate sphere of influence.
Variations are based on knowledge of both short- and long-term consequences for clients.
Level V: Integration State in which the user is combining own efforts to use the innovation with the related activities of colleagues to achieve a collective
effect on clients within their common sphere of influence.
State in which the user reevaluates the quality of use of the innovation, seeks major modifications or alternatives to the present
Level VI: Renewal innovation to achieve increased impact on clients, examines new developments in the field, and explores new goals for self and the
system.
Chart from Measuring Implementation in Schools: Levels of Use by Hall, Dirksen, and George (Pg 7)
Activity: Determine the Levels of Use of Tools Affected by Change
If the change you’re trying to create is

affecting the tools members of your Level Interview Question
institution use or how they use them, it’s
important to know how deeply they rely Level 0: Non-Use
on them.
Level I: Orientation
Take some time to determine your
faculty’s Level of Use regarding the
affected tools. Conduct structured Level II: Preparation
interviews using the LoU Interview
Protocol (pg 17). Level III: Mechanical Use
Level IVA: Routine Use
Level IVB: Refinement
Level V: Integration
Level VI: Renewal
Learn More About the Levels of Use

Levels of Use
For more information about
determining the Levels of Use, see
this manual by Shirley M. Hord,
PhD, Suzanne M. Stiegelbauer, PhD,
Gene E. Hall, PhD, and Archie A.
George, PhD.
Read it here
It’s Time to Create the Context for Change
Before diving headfirst into

implementing new educational tools or
The #1 reason institutions
strategies, consider taking the time to choose Schoology is because
create a context for change. Research
shows that understanding how the it’s easy for students, teachers,
change will affect stakeholders and
addressing their specific concerns and
and administrators to use.
challenges results in more effective
implementations.
Following the Concerns-Based Adoption

Model (CBAM), and its three dimensions
of change, you will better position
your institution for success in any new
endeavor. It’s time to create the context
for change.
SHOW ME

Context For Change Workbook PDF

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Context For Change Workbook PDF

Uploaded by

Copyright:

Available Formats

Creating the Context for Change

A Workbook for First Steps in EdTech Implementation

Describes Innovation Configurations: An Innovation

Data to Drive Actions

Original image by American Institutes for Research

Below is an example of an IC Map for a single outcome.

Level 1 Level 2 Level 3 Level 4

Using the examples to

Share those with key

Measuring Implementation in Schools:

The chart to the left illustrates all

I’m concerned about the changes I’ll need to

“I’m concerned about how much time it

“I’m looking forward to sharing some ideas

“I have some ideas about something that

To the right are a few questions

Create your own Stages of Concern

Measuring Implementation in Schools:

The Stages of Concern Questionnaire

If the change you’re trying to create is

Level IVA: Routine Use

Level IVB: Refinement

Level VI: Renewal

Measuring Implementation in Schools:

Before diving headfirst into

Following the Concerns-Based Adoption

You might also like