3.+Creating+a+Climate+for+Change

__**Creating a Climate for Cha**____**nge**__

As Hughes-Hassell and Harada (2007) explain, "the change process is exceedingly complex - too complex for any one person to understand or navigate alone. Successful change requires every person working in a school to be committed to change and to strive for individual and collective improvement." (p. 2). It requires the creation of learning communities where members have time to question, investigate, practice, communicate and reflect together. Hargraves and Fink (2006) advocate that for true, meaningful change to evolve it takes **time **; as it is short term targets lend themselves to putting testing before learning and put undue pressures on leaders to force or even fake success (p.253). As you initiate change in your school, look to work collaboratively with others in your district, as Hargraves and Fink (2006) state improvement efforts must be connected with other teachers and schools or it isn't sustainable as "single-minded pursuit of your own school's improvement goals will be tarnished if they are achieved at the expense of schools around you (p. 251).

__ ** Concern Based Adoption Based Model ** __ When engaging in educational leadership initiatives, it is unrealistic to suggest all staff members will embrace the idea of change. The process of change affects individuals differently and must be viewed as a process, not an event. Even the simpliest instructional innovations can take three to five years to implement to the stage of continuance (Oberg, 2009). According to the Concerns Based Adoption Model of change (Hord, Rutherford, Huling and Hall 2006) as cited in Hughes-Hassell and Harada 2007), individuals involved in change can be identified as one of the following (p.7). These labels are not intended to be viewed as positive or negative, but rather as insight to support change agents.


 * __**1. Innovators: **__ *
 *  Try new ideas
 * Open to change
 * Willing to take risks
 * Conceive, develop and introduce new ideas
 * Not necessarily ‘trusted’ by peers
 * Approximately 8% of any group || __**2. Leaders: **__  *
 * Open to change
 * Thoughtful about getting involved
 * Often described as opinion leaders
 * Tend to be respected by colleagues
 * Viewed as trustworthy
 * <span style="font-family: 'Arial','sans-serif'; font-size: 80%;">Approximately 17% of any group || __**<span style="font-family: 'Arial','sans-serif';">3. Early Majority Adopters: **__  *
 * <span style="display: block; font-family: 'arial','sans-serif'; font-size: 16px; text-align: left;"> Cautious and deliberate when deciding to adopt an innovation
 * <span style="font-family: 'Arial','sans-serif'; font-size: 80%;">Watch innovators and leaders to see which ideas seem useful or acceptable
 * <span style="font-family: 'Arial','sans-serif'; font-size: 80%;">Approximately 29% of any group || __**<span style="font-family: 'Arial','sans-serif';">4. Late Majority Adopters: **__  *
 * <span style="font-family: 'Arial','sans-serif'; font-size: 80%;">"Set in their ways"
 * Skeptical of adopting new ideas
 * <span style="font-family: 'Arial','sans-serif'; font-size: 80%;">Wait for ideas to be proven based on experience and evidence
 * <span style="font-family: 'Arial','sans-serif'; font-size: 80%;">Approximately 29% of any group || __**<span style="font-family: 'Arial','sans-serif';">5. Resisters: **__  *
 * <span style="font-family: 'Arial','sans-serif'; font-size: 80%;">Suspicious
 * <span style="font-family: 'Arial','sans-serif'; font-size: 80%;">Generally opposed to new ideas
 * <span style="font-family: 'Arial','sans-serif'; font-size: 80%;">Usually unwilling to change unless the only alternative
 * <span style="font-family: 'Arial','sans-serif'; font-size: 80%;">Approximately 17% of any group ||

Hord et al. (2006) also identify seven **//Stages of Concern//** that individuals experience when adopting new initiatives.


 * **AWARENESS:** Isn’t aware of the change being proposed or doesn’t want to learn it.
 * **INFORMATIONAL:** Has heard of the initiative, but needs more information.
 * **PERSONAL**: Is concerned how the initative will affect them on a personal level.
 * **MANAGEMENT:** Is concerned about the management, scheduling, materials.
 * **CONSEQUENCE:** Is considering how the program will affect students or how they can make the program work for their students.
 * **COLLABORATION:** Is concerned with how to make the program work better by actively working on it with colleagues.
 * **REFOCUSING:** Is seeking out a new and better change to implement.

Acknowledging the aforementioned **S//tages of Concern//** assist change agents in determining how much and the kind of encouragement and support colleagues require. Generally, the questions asked at the beginning stages are more self-oriented (what is it?, how will it affect me) evolving into more task-oriented questions (how do i do it? how can use the materials?). Lastly, the questions become more focused on impact (is it working for students?, will something work better?).

According to Susan Loucks-Horsley (1996) we, as change agents, often get to the 'how to do it' //before// addressing self concerns. We need to focus on student learning before the materials and strategies or providing hands-on workshops. She goes on to remind us that everyone - administrators, parents, policy makers, professional developers and teachers all have these same concerns and that addressing them is critical in any reform effort; but that questions such as "how will it affect me" will obviously look different. The strength of the model is in its reminder to pay attention to individuals and their various needs for information, assistance, and moral support (para. 2).

__**Rational Teacher Development -**__ __**Creating Collaborative Relationships**__ <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">As a result a five year narrative study of one teacher’s professional transformation, Dr. Kitchen, an associate professor in the Department of Teacher Education at Brock University in Ontario, coined the term "Rational Teacher Development" which identifies seven characteristics that provide a framework for change agents to create collaborative relationships leading to professional development and change.



Connect:

Past or present, briefly share a curriculum related initiative your school is embracing.

What role in the "Concerns Based Adoption Model" (Innovators, Leaders, Early Majority Adopters, Late Majority Adopters, Resisters) do the majority your staff fall into?

Knowing this group as you do, which one of Dr. Kitchen's "collaborative relationship characteristics" a.) Understand the landscape,b.) Face the issues, c.) Respect and empathsize, d.) Convey respect and empathy, e.) Understand one's own personal practical knowledge, f.) Improve one's own practice, g.) Be receptive to growing in the relationship, would you consider the most essential for you to apply as an agent of change with this particular group and why?

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