CBAM for Teacher Leaders as Catalysts for Change

1. CBAM forTeacher Leaders as Catalysts for Change

2. Change Self-Assessment Write a few sentences about how you feel about being a leader of professional learning on the Common Core and Essential Standards. • Be specific. • Write in complete sentences. • Be honest.

3. Concerns-Based Adoption ModelComponents • Concerns: Feelings, reactions, attitudes NOT necessarily anxiety, worry, or fear • Innovation: Any program, product, or process new to an individual • Intervention: Actions or event(s) which influence the use of an innovation

4. CBAM Assumptions • Change is a process, not an event. • An organization does not change until the individuals within it change • Innovations come in different sizes • Interventions are the actions and events that are key to the success of the change process.

5. Categorie of Stages of Concern Self concerns - describing how the new practice impacts the individual. The second category of Management concerns - focuses on managing new classroom processes or procedures -on the how-to’s, as well as efficiency and productivity. Impact - results for students and colleagues. Hordand Hall

6. Stages of Concern

7. Stages of Concern Jigsaw • Distribute stage cards, and reconvene with others with the same stage. • Read the descriptions of the stage, describe the stage, and identify the evidence that helps a leaders identify the feelings and concern a person is expressing. • Draft a listening response to check for understanding and confirm the concern you think is present. • Be prepared to share back at your table.

8. Stages of Concern

9. Your Stages of Concern • Revisit your self-assessment. • Based on what you know about the Stages of Concern now, what is your predominant stage of concern about being a leader of professional learning for Common Core and Essential Standards? • What is one strategy that might address your stage of concern? • How would you enact that strategy?

10. Anticipating Concerns • Think about your colleagues and concerns they may be experiencing. • Chart these concerns. • Select the two most challenging concerns complete the Concerns Action Response card.

11. Listening for Clues to Build Win-Win Supportive Relationships

12. As you think about your work as a leaders of change and supporting teachers, what are your greatest challenges? • How do you feel about your working relationships with the teachers you support? • What are your concerns about your role as a teacher leader?

13. Persuasion Cycle

14. Listen to Feel Empathy “Whereas sympathy seeks to console, empathy works to understand. Empathy requires a certain emotional distance—you have to step away from the grief, fear, and anger to create a space in which your thoughts can exert a calming influence on your feelings” (p. 38). Ciaramicoli, A. P., & Ketcham, K. (2000). The power of empathy: A practical guide to creating intimacy, self-understanding and lasting love. New York: Dutton Press

15. Leaders Listen Effective leaders listen attentively—you can almost hear them listening. Ineffective leaders make up their minds prematurely and, by definition, listen less thereafter...not a very good way to build relationships. Fullan, M. (2001). Leading in a culture of change. San Francisco: Jossey-Bass. ps” (pp. 123–124).

16. Real scenarios: your examples • Teacher A: is frustrated with a colleague who is not following through with team time and not preparing for PLC work. He is worried that interventions for students will not be effective and student learning will be affected. • Teacher B: frustrated that the ELA standards have changed because he has many great lessons he has developed over the years. He also does not think he should have to upload them for vetting for use at his district level. These are his lessons. • Teacher C: excited that there is now a venue in Home Base for sharing and finding resources with other NC Science teachers. Has ideas for building another format for science lessons.

17. Being Present What is essential is our ability to be present to what’s really going on within—to the unique feelings and needs a person is experiencing in that very moment… people who are dealing with pain and trouble need someone who can hear them empathically. “The key ingredient of empathy is presence: we are wholly present with the other party and what they are experiencing. Rosenberg, M.B. (1999). Nonviolent communication: A language of compassion. Delmar, CA: Puddle Dancer Press.

18. Levels of Listening • Paraphrase Feelings • Paraphrase Content • Door Openers • Acknowledgement • Non-Verbals • Road Blocks • Happy Hooker • Ships passing in the Night • Non-Verbal Turn-offs

19. Listening for Concerns • Read Active Listening Scenario. Identify the level of each of the listener’s (Ms. Patience’s) responses. • Compare your thinking with a partner.

20. Practice Listening • Work in pairs. Share a concern. • One listens, one speaks • Speaker will report out: • How you felt while being heard • What did the listener do in the way of listening • Listener Reports: • How you felt as a listener…

21. Conceptual Level Stages of Concern The Person Equilibration Elementsthat influence our behaviors Listening Listening Listening Listening

22. Stages of Concern 6. Refocusing 5. Collaboration 4. Consequence 3. Management 2. Personal 1. Informational 0. Awareness

23. Moving between Phases • Individuals do not have concerns on only phase at a time. Some phases are more intense than others. One phase may dominate and require action steps. • A person’s cognitive developmental stage will determine the amount of time a person will remain at a level of concern before moving on to another.. • It is critical to respond to feelings and to assist with appropriate actions in order to move from personal concerns to concerns about the impact on students.