Overarching Objectives of this July 2013 Network Team Institute
 I can describe how the 3-8 modules increase in complexity over time.
 I can describe the impact of student engaged assessment practices on student achievement.
 I can describe the strategy of close reading.
 I can describe EL’s approach to developing high-quality common core aligned writing from the students in the module lessons.
 I can analyze a classroom a lesson for the shifts in instruction and required changes of teachers and leaders.
 I can determine how the ELA module performance assessments can play a role within my school’s larger assessment system.
 I can apply the concerns-based adoption model to support myself and others’ adoption of the Common Core State Standards.
 I can foster a growth mindset through feedback that promotes positive change.
 I can explain the components of a high-quality, yearlong implementation and professional development plan to support teachers in their implementation of the ELA curriculum modules.
High-Level Purpose of this Session
For Leaders to connect the CCSS shifts in instruction to how people experience change, and how change impacts one’s implementation of a new innovation (the EL ELA curriculum modules). They will leave the session with clear descriptions of the different stages all people experience when engaged in this type of adoption and ways to support teachers through the process.
Related Learning Experiences
Session 5A : Promoting a culture of growth and achievement for all through observation and feedback
Session 6B Long Term Planning

Change is a process that everyone experiences at different speeds and in different ways.

School leaders are also leaders of change. They need to be in tune with what staff need and offer solutions based on the where people are in the change process.

What do we want participants to be able to do as a result of this session?
 I can explain why differentiated support to teachers is an essential component of a successful change process.
 I can apply the Concerns-Based Adoption Model to support my own and others’ adoption of the implementation of the
Common Core State Standards.
Section Time
Intro & Schema
Building
Intro to Concerns
Based Adoption
Model
Application of
Concerns Based
Model
10 m
25 m
20 m
How will we know that they are able to do this?
 Assessment questions
 Journal Reflection
 Long-term PD Planning in Session 6B
Overview Prepared Resources
Introduction of learning targets and session
Change_NTI 0713
PPT Supporting Module
Implementation-Leading
Change_3B_NTI 0713
Participants learn about the model
1.CBAM Stages of Concern_NTI
0713.docx and use their own experience to navigate through the stages
2.CBAM Levels of Use_NTI
0713.docx
3.Donahue Middle CBAM
Information_NTI 0713
4.PS 33 Elementary CBAM
Personal_NTI 0713 Participants will read mini case studies of teachers experiencing change implementing the modules and will apply the CBAM model
5.Field Arts Academy CBAM
Management_NTI 0713
6.Highland Middle CBAM
Consequence Collaboration_NTI
0713
Facilitator Preparation
Preview all documents and resources.
Preview the PPT slides and note their alignment to the
Facilitator’s Guide below.
Prepare chart paper and markers if necessary.

Data Analysis and
Planning
Assessment
25 m
5m
Participants will analyze and discuss data Stages of Concern from a sample school and plan differentiated professional development based on their findings.
7. Sample School
Data_NTI0713.docx
8. Sample School Data Item
Map_NTI0713.docx
9. Supporting Staff on the Change
Continuum.doc
Participants answer T/F questions and facilitators frame important take aways
PPT Supporting Module
Implementation-Leading
Change_3B_NTI 0713
Participants will journal on session targets based on their role
10.Participant Reflection Form
3B_NTI0713
Journal Reflection 5 m
[90 minutes] Leaders will connect the CCSS shifts in instruction to how people experience change, and how change impacts one’s implementation of a new innovation (the EL ELA curriculum modules).
They will leave the session with clear descriptions of the different stages all people experience when engaged in this type of adoption and ways to support teachers through the process.
Materials used include:

2 min
Facilitators introduce themselves. Share the opening reading from
Managing Transitions by William Blake
It isn’t the changes that do you in, it’s the transitions. They aren’t the same thing. Change is situational: the move to a new site, the retirement of the founder, the reorganization of the roles on the team, the revisions to the pension plan. Transition, on the other hand, is psychological; it is a…process that people go through as they internalize and come to terms with the details of the new situation that the change brings about.
Getting people through the transition is essential if the change is actually to work as planned. When a change happens without people going through a transition, it is just a rearrangement of the chairs. It’s what people mean when they say, “Just because everything has changed, don’t think that anything is different around here.” It’s what has gone wrong when some highly touted change ends up costing a lot of money and producing disappointing results. But as important as going through transition is to getting the results that organizations are seeking, they lack a language for talking about it.
Managing Transitions – 3 rd Edition – Making the Most of Change by William
Bridges, PhD solo
Introduce the learning targets for the session. solo

5 min
10
5 min
Ask participants to do some quiet writing: reflect on a time when you had to learn to do something new and challenging, in any context, work school,
flying a plane– keep this example in your mind as we move forward in this session (2 minutes for writing-might want to use bullets)
Have them share their reflection in pairs – 2 minutes – let them know this is a quick pairs share – just a minute a person
Solothenpairs
Ask participants quietly read the article “A Measure of Concern” that describes the concept of the Concerns-Based Adoption model. As they read, they should text code the article as follows:
+ this connects to other resources I have studied about change.
? this raises questions for me about choices I have made when implementing change.
*this is evidence that supports my decision making.
Have participants look at the CBAM Stages of Concern document while you give a brief overview:
This work has been drawn on extensively for organizational development and professional development purposes and is a helpful tool to understand how people, all people experience the process of change when asked to implement something new – or what is considered an “innovation” for them. Different literature might name these stages differently – but the point is that everyone goes through a change process when faced when implementing something new and this language really works for professional development settings. Take a minute to read through these stages- which are a progression- people start at zero and progress through the stages at different speeds and in different ways with very different emotions – think about yourself and your colleagues this year. Did you see
yourself progressing through stages? Your colleagues? (4 min) solo

5 min
8 min
Now orient participants to the CBAM Levels of Use document. Explain that this document describes what someone is actually doing in regards to the different stages of implementation. Ask them to think back again to the
“new thing” they had to learn or implement as they read through these descriptions. Did they go through these stages? solo
Ask participants to spend some time just thinking about their staff if they are principals, or their colleagues, if they are at the training as leaders in this work at their schools: Where is your staff? Where are your grade level colleagues in regards to implementation of the ELA modules and common core aligned instruction? How do you know they are there?
Ask them to really look at these two charts to reflect on those questions for a minute and that you will give them some time to talk with a partner in 2 minutes. (2 min think time, 5 min discussion)
As you bring participants back together, recognize that they may have drawn the conclusion that they know people who are in very different places within the same building. That is why these tools come in so handy because they can help us to identify what individual people need, rather than trying to come up with one size fits all solutions for adults when in fact what they need can be very different depending on where they are at in the change process and the level of use of the new innovation. (1 min) pairs

10 min
10 min
25 min
Tell participants that they will now have a chance to practice and apply this concept so that when they return to their schools they can use these tools to help identify what their staff and colleagues need in regard to support for module implementation.
Orient them to the first case study for this session.
 Donahue Middle School
Ask participants to select a partner at their table to work with. Review the directions with them. They will individually read PART A of the case study, then when both partners are ready, talk through the questions.
Encourage them to reference the CBAM Stages of Concern document to anchor their conversations. When they feel like they are have exhausted their ideas, they should move to side B of the mini case study. Check for understanding of the directions by calling on a participant, then release them work.
Call the group back together; orient them to the remaining mini-case studies and then ask them to choose which of the mini case studies to work through in the same manner.
 PS 33 CBAM Personal
 Field Arts Academy CBAM Management
 Highland Middle CBAM Consequence Collaboration pairs pairs
Say, “we have been thinking about individuals in relation to the Concerns-
Based Adoption Model. Now we will think school wide.” Orient participants to the Sample School Data and the Sample School Data Item
Map.
Ask participants to dig into the data with these guiding questions (15 minutes):
 Where is this “school” in terms of Stages of Concern after about 3 months’ worth of implementation?
 Is everyone at the same place? What trends do you
Partners

5 min notice?
 What has this school done well so far?
 Can you see any distinct “groups” of need going forward? If so, what?
Then orient participants to the document Supporting Staff on the Change
Continuum . Provide 10 minutes for them to discuss with a partner the following questions:
 What would you plan for your next “whole staff” PD
session?
 Could you/should you differentiate it? If so, how?
 What would you do moving forward from here?
Participants will respond to the assessment questions on the PowerPoint as a check for understanding on the learning targets.
1.
True: People naturally resist change. We all do; some more than others but it is our natural inclination. The more information we have and the more someone helps us through these steps, the less resistance we experience.
2.
True
3.
F: Leaders move through the process more quickly because they have the information first and have been contemplating/discussing it longer than others.
4.
F: It IS a leader’s responsibility to manage employees’ emotional response to change by helping them through these stages and providing the supports necessary.
5.
T: The change management plan should be built parallel to any other strategic plans, PD plans. Always remember the human

5 min element to change; never forget that change is hard and humans resist it.
Journal Reflection on Participant Reflection Form
Use the following icons in the script to indicate different learning modes.
Video Reflect on a prompt Active learning
Solo
Turn and talk