Lead successful, lasting reform in your school or district! No matter what change your school or district is facing, this definitive book shows how to involve school and district leaders every step of the way. Developed by pioneers of K-12 change management, the Concerns-Based Adoption Model (CBAM) enables you to: Understand, predict, and address teacher concerns and reactions Use a series of powerful Learning Maps to help individuals and teams manage change See CBAM in action through a running case study Build credibility and trust to set a foundation for meaningful, lasting change
Lead successful, lasting reform in your school or district! No matter what change your school or district is facing, this definitive book shows how to involve school and district leaders every step of the way. Developed by pioneers of K-12 change management, the Concerns-Based Adoption Model (CBAM) enables you to: Understand, predict, and address teacher concerns and reactions Use a series of powerful Learning Maps to help individuals and teams manage change See CBAM in action through a running case study Build credibility and trust to set a foundation for meaningful, lasting changeHinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Shirley M. Hord, PhD, is the scholar laureate of Learning Forward (previously National Staff Development Council), following her retirement as Scholar Emerita at the Southwest Educational Development Laboratory in Austin, Texas. There she directed the Strategies for Increasing Student Success Program. She continues to design and coordinate professional development activities related to educational change and improvement, school leadership, and the creation of professional learning communities. Her early roles as elementary school classroom teacher and university science education faculty at The University of Texas at Austin were followed by her appointment as co-director of Research on the Improvement Process at the Research and Development Center for Teacher Education at The University of Texas at Austin. There she administered and conducted research on school improvement and the role of school leaders in school change. She served as a fellow of the National Center for Effective Schools Research and Development and was U.S. representative to the Foundation for the International School Improvement Project, an international effort that develops research, training, and policy initiatives to support local school improvement practices. In addition to working with educators at all levels across the U.S. and Canada, Hord makes presentations and consults in Asia, Europe, Australia, Africa, and Mexico. Her current interests focus on the creation and functioning of educational organizations as learning communities and the role of leaders who serve such organizations. Dr. Hord is the author of numerous articles and books, of which a selection of the most recent are: Implementing Change: Patterns, Principles, and Potholes, 3rd ed (with Gene E. Hall, 2011); Reclaiming Our Teaching Profession: The Power of Educators Learning in Community (with Edward F. Tobia, 2012); A Playbook for Professional Learning: Putting the Standards Into Action (with Stephanie Hirsh, 2012).
Inhaltsangabe
Foreword by Gene E. Hall Preface: What You Will Find in This Book Acknowledgments About the Authors 1. Introduction Six Beliefs About Change Critical Understandings An Informal Introduction EveryWhere School District 2. Six Strategies: Moving From Adoption to Full Implementation EveryWhere Begins the Implementation Journey Learning Map 2.1: Explaining Six Research-Based Strategies for Change Learning Map 2.2: Planning Strategies for a Change Effort Learning Map 2.3: Reviewing the Literature on Structural and Relational Conditions for Change Learning Map 2.4: Assessing Change Readiness 3. Innovation Configurations: Creating a Vision of the Change EveryWhere Begins Creating A Vision of Its Changes Learning Map 3.1: Articulating the Need for Precision About the Change Learning Map 3.2: Identifying Structures of an Innovation Configuration Map Learning Map 3.3: Creating an IC Map With Guided Practice Learning Map 3.4: Developing an IC Map Independently Learning Map 3.5: Reviewing and Revising the Map Learning Map 3.6: Field-Testing and Revising the Map Learning Map 3.7: Sharing the Map With Implementers Learning Map 3.8: Using an IC Map for Developing an Implementation Plan 4. Stages of Concern: Understanding Individuals EveryWhere Considers the Compelling Case for Concerns Learning Map 4.1: Considering the Compelling Case for Concerns Learning Map 4.2: Generating Responses to Concerns Learning Map 4.3: Collecting Concerns Data 5. Levels of Use: Using Innovations EveryWhere Meets Levels of Use Learning Map 5.1: Articulating Behaviors Associated With the Use of Innovations Learning Map 5.2: Identifying the Level of Use of Individuals Learning Map 5.3: Collecting Levels-of-Use Data EveryWhere¿s Journey Comes to an End, or Does It? Implementing Change Through Learning Finale by Gene E. Hall References Additional Resources for the Concerns-Based Adoption Model Index
Foreword by Gene E. Hall Preface: What You Will Find in This Book Acknowledgments About the Authors 1. Introduction Six Beliefs About Change Critical Understandings An Informal Introduction EveryWhere School District 2. Six Strategies: Moving From Adoption to Full Implementation EveryWhere Begins the Implementation Journey Learning Map 2.1: Explaining Six Research-Based Strategies for Change Learning Map 2.2: Planning Strategies for a Change Effort Learning Map 2.3: Reviewing the Literature on Structural and Relational Conditions for Change Learning Map 2.4: Assessing Change Readiness 3. Innovation Configurations: Creating a Vision of the Change EveryWhere Begins Creating A Vision of Its Changes Learning Map 3.1: Articulating the Need for Precision About the Change Learning Map 3.2: Identifying Structures of an Innovation Configuration Map Learning Map 3.3: Creating an IC Map With Guided Practice Learning Map 3.4: Developing an IC Map Independently Learning Map 3.5: Reviewing and Revising the Map Learning Map 3.6: Field-Testing and Revising the Map Learning Map 3.7: Sharing the Map With Implementers Learning Map 3.8: Using an IC Map for Developing an Implementation Plan 4. Stages of Concern: Understanding Individuals EveryWhere Considers the Compelling Case for Concerns Learning Map 4.1: Considering the Compelling Case for Concerns Learning Map 4.2: Generating Responses to Concerns Learning Map 4.3: Collecting Concerns Data 5. Levels of Use: Using Innovations EveryWhere Meets Levels of Use Learning Map 5.1: Articulating Behaviors Associated With the Use of Innovations Learning Map 5.2: Identifying the Level of Use of Individuals Learning Map 5.3: Collecting Levels-of-Use Data EveryWhere¿s Journey Comes to an End, or Does It? Implementing Change Through Learning Finale by Gene E. Hall References Additional Resources for the Concerns-Based Adoption Model Index
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