HOW WILL WE WORK TOGETHER?

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HOW WILL WE WORK TOGETHER?
Anticipating and responding to issues of school
change
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• Change is
• progress at the speed of life.

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Change

• Is a PROCESS, not an event.
• Is made by INDIVIDUALS first, then institutions.
• Is a highly PERSONAL experience.
• Entails developmental growth in feelings and
  skills.

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Stages of ConcernSelf

• Awareness
• Informational
• Personal

1. I am not concerned about it
2. I would like to know more about it.
3. How will using it affect me?

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Stages of ConcernTask

1. Management

1. I seem to be spending all my time in getting
   materials/planning/etc.

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Stages of ConcernImpact

1. Consequence
2. Collaboration
3. Refocusing

1. How is my use affecting my students? How can I
   refine it to have more impact?
2. I would like to relate what I am doing to what
   others are doing.
3. I have some ideas about making it even better.

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Adopter Types

• Innovator
• Leader
• Early Majority
• Late Majority
• Resistor

• Eager to try new ideas open to change willing
  to take risks.
• Open to change, but more thoughtful about getting
  involved sought out by others for advice and
  opinions.
• Cautious and deliberate about deciding to adopt
  an innovation tends to be a follower.
• Skeptical about adopting new ideas and set in
  their ways can be won over.
• Suspicious and generally opposed to new ideas.

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Responses

• Response
• Involve this person in discussion about the
  change arouse interest, but dont overwhelm!
• Use a variety of ways to share info help this
  person see how the change relates to current
  practice.
• Let the person know everyone feels these kinds of
  concerns connect him/her with those whose
  concerns have vanished.
• Provide answers that address specific how-to
  issues demonstrate exact and practical solutions.

• Stage
• Awareness
• Informational
• Personal
• Management

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Responses

• Response
• Provide opportunities for the person to visit
  other settings where the practice is in use
  encourage a study team to look at effectiveness.
• Bring together others who are interested in
  collaboration use these people to provide
  technical assistance to someone who needs help.
• Encourage this person to experiment with his/her
  ideas.

• Stage
• Consequence
• Collaboration
• Refocusing

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Tuckmans Model

• Stages of Group Development
• ?? Forming
• ?? Storming
• ?? Norming
• ?? Performing

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Forming

• ?? Varying degrees of commitment
• ?? Cautious, dont initiate and avoid
• responsibility
• ?? Low communication
• ?? Few members dominate
• ?? Dependent on directive leadership

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Storming

• ?? Confusion over goals
• ?? Struggle with direction and control
• ?? Counterproductive behavior
• ?? Wrestles with communication
• ?? Cannot deal with issues openly
• ?? Gaps between expectations

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Norming

• ?? Confidence gained
• ?? Goals defined
• ?? Solid communication
• ?? Defined leadership roles

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Performing

• ?? Proactively work for the team
• ?? Full responsibility for tasks and
• relationships
• ?? Produces satisfying results