Section G

1
Section G
Strategy Five Assess Progress and Strategy
Six Provide Continual Assistance
2
Assess and Monitor Progress

• Its important to
• And ways to do that are
• 1. ___________________________
• 2. ___________________________
• 3. ___________________________
• 4. ___________________________

Tp. G. 1
3
What Leaders of Successful Change Do

• Strategy One C______ a c______ for c______
• Strategy Two D______ and a______ a shared
  v______
• Strategy Three P______ and p______ r______
• Strategy Four I______ in t______ and
  p______ d________
• Strategy Five Assess/monitor progress
• Strategy Six Provide continuous assistance

Tp. G. 2
4
Assess and Monitor Progress

• Outcome 1 Participants will review Stages of
  Concern as a means to assess the progress of
  change in implementers.
• Outcome 2 Participants will relate the
  implementation dip to stages of concern.
• Outcome 3 Participants will review use of an
  Innovation Configuration matrix.
• Outcome 4 Participants will assess the use of
  an innovation through practice with Levels of
  Use.

Tp. G. 3a
5
Assess and Monitor Progress

• Outcome 5 Participants will identify methods
  for providing continual assistance to
  individuals who are implementing a change.
• Outcome 6 Participants will explore coaching
  as a model for providing continual assistance.

Tp. G. 3b
6
Stages of Concern Typical Expressions of
Concern about the Innovation

• Stages of concern

Expressions of Concern
6 Refocusing I have some ideas about
something that would work even
better. 5 Collaboration I am concerned about
relating what I am doing to what other
Instructors are doing. 4 Consequence How is
my use affecting kids? 3 Management I seem to
be spending all my time getting material
ready. 2 Personal How will using it affect
me? 1 Informational I would like to know more
about it. 0 Awareness I am not concerned about
it (the innovation).
IMPACT
TASK
SELF
Developed by Research and Development Center for
Teacher Education, The University of Texas at
Austin. Available from Southwest Educational
Development Laboratory, Austin, Texas.
Tp. G.4
7
Implementation Dip

• Where we are headed
• Where we started
• When NOT to get
• discouraged

Tp. G. 5
8
Implementation Dip
Where we are headed
Introduce Change
SoC 3
SoC 1
SoC 3
SoC 2
SoC 3
Tp. G. 6
9
Assess and Monitor Progress

• Two Basic Questions
• Is it being used?
• What is it?

Tp. G. 7
10
Analytical/Expository essays reports
Knows alittle about it.
Writing lessons are not taught.
proofreading editing rewriting
Students do not write.
Jus lookedit over.
Students write but not composition-related
assignments.
Writing lessons are taught once a week.
several paragraphs longer written exercises
other _______________
Practical/Information letters reports
Picked outa few ideas.
Assess Progress
Grade Level K 1 2 3 4 5 6
Students write once ortwice a weekat some
composition-related assignment.
Writing lessons are taught two times a week.
Used at leastone lesson planfrom book.
simple sentences grammatical exercises
single paragraphs
Imaginative/Narrative stories poetry
narrative
Students write three ormore times a weekat some
composition-related assignment.
Writing lessons are taught three or moretimes a
week.
Refers to it andother materials fordesigning
lessons.
Component 2 Frequency of Writing Lessons
Component 3 Frequency of Student Writing
Component 5 Kinds of Writing Activities
Component 1 Writing Skills Taught
Component 4 Use of Source Book
oral language teacher writs words,
students copy students write words
Writing for Competency Teacher_______________ Sch
ool________________ Date__________________
Sensory/Descriptive creative writing
descriptive writing
Students write dailyat some composition-related
assignment.
Teachers use it regularly as basisfor
instruction.
Writing lessonsare taughtdaily.
Tp. G. 8
11
Review the Innovation Configuration Matrix

• Check when done
• ___ 1. Review all components to see if they are
  really separate and significant components.
• ___ 2. Should any components be combined to make
  the checklist simpler?
• ___ 3. Review all the component variations to see
  if they describe operational aspects of use of
  the named component.
• ___ 4. Do any component variations need
  clarification? Do they represent significantly
  different ways of using the component?

Developed by Research and Development Center for
Teacher Education, The University of Texas at
Austin. Available from Southwest Educational
Development Laboratory, Austin, Texas.
Tp. G. 9
12
Levels of Use of Innovation Typical Behaviors
Levels of Use Behavioral Indices of Level VI
Renewal The user is seeking more effective
alternatives to the established use of the
innovation V Integration The user is making
deliberate efforts to coordinate others in
using the innovation. IVB Refinement The
user is making changes to increase
outcomes. IVA Routine The user is making
changes to better organize use of the
innovation. II Preparation The individual is
preparing to use the innovation. I.
Orientation The individual is seeking information
about the innovation. 0 Nonuse No action is
being taken with respect to the innovation.
USER
NONUSER
Developed by Research and Development Center for
Teacher Education, The University of Texas at
Austin. Available from Southwest Educational
Development Laboratory, Austin, Texas.
Tp. G. 10
13
Implementing Cooperative Learning Irene and
Levels of Use
Irene was the star student teacher in her
cohort of preservice preparation teachers. She
knew a great deal about her content specialty and
she had read about authentic assessment. Her
college teacher prep program was a fairly
traditionaland conservativeone, and Irene was
not well versed in instructional strategies such
as Cooperative Learning (CL). Thus, when she came
on board in January as a beginning teacher, she
did not pay much attention to the teachers who
were beginning to use Cooperative Learning. She
was too busy learning about being a real teacher.
Irene can be characterized as Level of Use(LoU)
0 Nonuse with respect to Cooperative
Learning. After two months on the job, Irene
happened to read an article about Cooperative
Learning in Educational Leadership. The article
struck her as interesting, so when she had a
minute she went to Walter, the teacher next door,
to ask him how he did Cooperative Learning. Now
Irene has shifted LoU I Orientation with respect
to Cooperative Learning. When the spring break
came, Irene took this time to get better squared
away in her classroom. Feeling more organized
and with it, Irene wondered if Cooperative
Learning would be useful with her social studies
class. After some reading of material Walter had
given her, Irene decided in favor of Cooperative
Learning. To get ready for using it in the fall,
she signed up for a training program in the
summer and began to visit Walters CL classroom
every few weeks to get acquainted with it. Irene
is now LoU II Preparation. Irenes summer was,
in her estimation, very successful. The first
four weeks she spent reviewing what she had done
in that spring semester, making notes and
revising plans and projects. Following that, she
went on a backpacking trip in the Canadian
Rockies. And then she attended the three-week CL
training course. In the mornings, the teachers
learned the theory of CL, and in the afternoons
they practiced using CL with students registered
in summer school. Irene is definitely LoU II
Preparation. School began in late August, and
after a few weeks when things seemed somewhat
stable, Irene began organizing and introducing CL
into her social studies class. The first week
was, in a word, chaotic. The timing was way off,
stuff wasnt ready, and the kids thought the
objective was to be social. On Friday, with a
sigh, she went to Walter to seek advice. After
Irene poured out her story, Walter asked if she
had taught the students how to work (rules,
regs, etc.) in a CL setting. Well, no, she
said. I thought I just needed to start doing it
Walter suggested that she come sit in on his
class of first-year students in American
literature, with whom he was initiating CL
strategies. She could see what he meant. Is
Irene at LoU III Mechanical Use? You bet!
Tp. G. 11a
14
At spring vacation that year Irene had a chance
to reflect on her progress in using CL with her
classand she was pleased. With a great deal of
assistance from Walter, Irene had gotten her CL
act together and things seemed to be functioning
smoothly in social studies. The kids knew how it
worked, and Irene could often predict problems
ahead of time and consider how to avoid or solve
them. Life in the classroom, thanks to Walter,
seemed agreeable and productive. Irene is at LOU
IVA Routine. But, she thought, is there a way
to benefit our kids even more with CL? If Walter
and I integrated our efforts and our students,
and did cross-discipline student cooperative
projects, how much more powerful might that be in
motivating the kids and increasing their academic
and social skills? She went to Walter after
spring break to talk with him and they made plans
to use the large empty bandroom to house their
two classes for a month and put their plans in
action. Irene and Walter are at LoU V
Integrationdid Irene skip a stepwhy didnt she
move to LoU IVB Refinement? Remember the levels
are not lock-step hierarchical. This is not the
end of Irenes story. The following year she lost
Walter, who moved into a principalship. In a
conversation with environmentally concerned
community people, Irene began to devise a new
Cooperative Learning strategy move her classroom
into the community with community people, move
the community people into her classroomall work
together on Cooperative Learning/Service Learning
projects that would increase students
understanding of how topography, climate,
industrial/economic conditions, and their
interaction affect a communitys quality of life.
Wow! she thought, Ive got itthis is real l
earning for living! Yes, she is at LOU VI
Renewal. Irene is atypicalthat is, the number
of people who reach LoU VI are few, about 6 of
the population studied by CBAM researchers.
Tp. G. 11b
15
Scoring Exercise A For Levels of Use of the
Innovation
Directions For each statement indicate (a) the
overall Level of Use (provide numeral and name of
level) and (b) underline clues in the statement.
(a) ___ ___ ___ ___ ___ ___

• 1. The teacher has made various attempts to get
  the new science equipment ready for the next
  days class without too much success. Next hes
  going to experiment with a grocery cart so he
  doesnt have to make so many trips around the
  room (Innovation science program)
• 2. Her math modules are organized and she tested
  them out in class last year. Shell use them just
  like she did thenthey were quite successful.
  (Innovation modules)
• 3. Hes quite excitedlast month, for the first
  time ever, he and the teacher next door got
  together to pool their students. Now each of
  them offers a different social studies unit, so
  students can choose the one that interests them.
  (Innovation social studies program)
• 4. Six weeks ago she constructed and began to use
  a self-checking system for her spelling program
  so her pupils who can move more rapidly dont
  have to wait for her. (Innovation spelling
  program)
• 5. The principal says the school will not begin
  teaming until the spring, so this kindergarten
  teacher says he will think about it then.
  (Innovation teaming).
• 6. Hes going to his first workshop next week to
  see a demonstration of inquiry learning, which
  the school is thinking of using. Hes going to
  find out what its all about. (Innovation
  inquiry learning)

Tp. G. 12
16
What Leaders of Successful Change Do

• Strategy One C______ a c______ for c______
• Strategy Two D______ and a______ a shared
  v______
• Strategy Three P______ and p______ r______
• Strategy Four I______ in t______ and p______
  d________
• Strategy Five A__________ p___________
• Strategy Six Provide continual assistance

Tp. G. 13
17
Provide Continual Assistance
Training without follow-up is malpractice.
NSDCs Staff Development Standards Trainers
Kit Stephanie Hirsh, NSDC, 1996
Tp. G. 14
18
Provide Continual Assistance
Listen for...
And ways to provide it are
1. ______________________________ 2.
______________________________ 3.
______________________________ 4.
______________________________
Tp. G. 15
19
How Effective Are These Staff Development
Components?
Presentation of theory or description of the
new skill or strategy Modeling or
demonstration of skills or strategic
models Practice in simulated and actual
settings Structured and open-ended feedback to
provide information about performance in
the practice Coaching for application, the
follow-up work to help with the at-home
implementation of the new skill and/or
knowledge
Joyce and Showers (1980) Bush
(1984)
Tp. G. 16
20
Coaching facilitates the transfer of an
introduced practice by providing the individual
with assistance.
Tp. G. 17
21
What is Coaching?

• A process that facilitates the transfer of an
  introduced practice by providing assistance
• Breaks down complex innovations into small
  learnable or workable
  units.
• Provides a model of desired behaviors
• Praises success
• Reassures and supports efforts
• Promotes appropriate independent use
• Facilitates interchange with another person over
  a difficult process
• Creates opportunities for sharing frustrations
  and successes
• Elicits suggestions from facilitator on how to
  improve
• Provides mutual reflection on progress

Tp. G. 18
22
Coaching Is Not Evaluation
Tp. G. 19