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| Preface | |
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| Foreword | |
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| Dedication | |
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| The Context for Implementing Change | |
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| Implementing Change: Patterns, Principles and Lessons Learned | |
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| Why A Book On "Implementing Change?" | |
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| Focus Questions | |
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| Principles of Change | |
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| Change Is Learning-It's as Simple and Complicated as That | |
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| Change is a Process, Not an Event | |
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| The School is the Primary Unit for Change | |
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| Organizations Adopt Change-Individuals Implement Change | |
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| Interventions Are the Key to the Success of the Change Process | |
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| Appropriate Interventions Reduce Resistance to Change | |
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| Administrator Leadership Is Essential to Long-Term Change Success | |
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| Facilitating Change Is a Team Effort | |
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| Mandates Can Work | |
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| The Context Influences the Process of Learning and Change | |
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| Summary | |
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| Discussion Questions | |
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| Fieldwork Activities | |
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| Conduct A Study | |
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| Additional Readings/Resources | |
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| Developing Professional Learning Communities: A Powerful Context for Change | |
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| Focus Questions | |
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| Origins Of Organizational Culture And Professional Learning Community | |
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| Five Disciplines | |
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| Seventeen Factors | |
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| The PLC Context and Culture | |
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| Dimensions of a Professional Learning Community | |
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| Shared Values and Vision | |
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| Intentional Learning and Application | |
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| Supportive and Shared Leadership | |
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| Supportive Conditions | |
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| Physical Conditions | |
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| People Capacities | |
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| Shared Personal Practice | |
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| Structure of the PLC Dimensions | |
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| Who Is the Professional Learning Community? | |
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| Benefits of a Professional Learning CommunitySchools | |
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| Leadership Teams | |
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| University | |
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| Schools | |
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| Leadership AND INTERACTION in a Professional Learning Community | |
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| Collegial Learning | |
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| Sharing Responsibilities | |
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| Using Conversations | |
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| Types of Leadership | |
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| Other Leadership Ideas to Be Considered | |
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| Strategies for Facilitating a PROFESSIONAL LEARNING Culture | |
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| Our Closing Pitch | |
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| Summary | |
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| Discussion Questions | |
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| Fieldwork Activities | |
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| Conduct A Study | |
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| Additional Readings/Resources | |
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| Assessment Instrument | |
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| Recent Books | |
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| Tools and Techniques for Understanding Implementation at the Individual Level | |
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| Clarifying the Change: Innovation Configurations | |
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| Focus Questions | |
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| The Change: What it is and is Not | |
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| Innovation Adaptation | |
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| Innovation Configurations as a Concept | |
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| Mapping Innovation Configurations | |
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| Innovation Configuration Maps | |
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| IC Map Components | |
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| Developing Clear Word-Picture Descriptions | |
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| Indicating Ranges of Quality and Fidelit | |
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| Student Roles in IC Maps | |
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| Other Roles in IC Maps | |
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| More Complex and Richer IC Map Components | |
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| The Process of Developing an IC Map | |
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| IC Map Components | |
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| Innovation Configurations: Applications and Implications | |
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| Using IC Maps to Facilitate Change | |
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| Using IC Maps in Research, Evaluation, and Implementation Assessments | |
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| The Fidelity Enigma | |
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| Summary | |
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| Discussion Questions | |
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| Fieldwork Activities | |
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| Conduct A Study | |
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| Additional Readings/Resources | |
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| Understanding Feelings and Perceptions about Change: Stages of Concern (SoC) | |
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| Focus Questions | |
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| The Personal Side of Change | |
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| Different Types of Concerns have been Identified | |
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| Fuller's Unrelated, Self, Task, and Impact Concerns | |
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| Connecting Concerns to Teacher Education | |
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| Concerns and the Change Process | |
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| Identifying the Stages of Concern | |
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| Why Are They Called "Stages" of Concern? | |
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| Can There Be Concerns at More than One Stage? | |
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| Are There Typical Concern Profiles? | |
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| Techniques for Assessing Stages of Concern | |
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| The One-Legged Interview (OLI) | |
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| The Open-Ended Statement | |
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| The Stages of Concern Questionnaire | |
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| Change Facilitator SoCQ | |
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| Characteristic Stages of Concern Profiles | |
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| The "Big W" Concerns Profile | |
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| Implications of Resistance in Stages of Concern Profiles | |
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| Summary | |
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| Discussion Questions | |
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| Fieldwork Activities | |
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| Conduct a Study | |
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| Additional Readings | |
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| Exploring the Use of Innovations: Levels of Use | |
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| Focus Questions | |
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| The Levels of Use Concept | |
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| Nonusers | |
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| Level of Use 0 Nonuse | |
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| Level of Use I Orientation | |
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| Level of Use II Preparation | |
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| Level of Use 0 Nonuse | |
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| Level of Use III Mechanical | |
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| Level of Use IVA Routine | |
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| Level of Use IVB Refinement | |
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| Level of Use V Integration | |
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| Level of Use VI Renewal | |
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| Level of Use | |
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| Assessing an Individual's Level of Use | |
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| The LoU Branching Interview | |
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| The LoU Focused Interview | |
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| Knowledge | |
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| Acquiring Information | |
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| Sharing | |
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| Assessing | |
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| Planning | |
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| Status Reporting | |
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| Performing | |
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| Applying Levels of Use | |
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| Facilitation of Change | |
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| Motivation for Movement in LoU | |
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| Evaluation of Change | |
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| Sidelights about LoU | |
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| Summary | |
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| Discussion Questions | |
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| Fieldwork Activities | |
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| Conduct A Study | |
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| Additional Readings/Resources | |
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| The Imperative for Leadership in Change | |
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| Defining leaders and the Differences They make: Change Facilitator Style | |
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| Focus Questions | |
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| The History of Research on Leaders and Leadership | |
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| The Legacy of Research on Leadership | |
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| Discovering in an Implementation Study that School Leaders were making a Difference | |
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| Implementation Data that were a Mystery | |
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| What would explain the differences? | |
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| Principal Leadership is the Key | |
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| The Concept of Change Facilitator Style | |
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| Three Change Facilitator Styles | |
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| Initiator Change Facilitators | |
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| Manager Change Facilitators | |
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| Responder Change Facilitators | |
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| Discussion and Implications of Change Facilitator Style | |
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| A Continuum of Change Facilitator Styles | |
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| Metaphors for Change Facilitator Styles | |
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| Additional Research and Support for Change Facilitator Styles | |
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| Research Findings: Intervention Behaviors of each CF Style Principal | |
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| Research Findings: Relating Change Facilitator Style to Teacher Success in Implementing Innovations | |
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| Research Findings: Relationships of Principal CF Style to Student Learning | |
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| Underlying Dimensions and Measurement of Change Facilitator Style | |
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| Six Dimensions of Change Facilitator Style | |
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| Concern for People | |
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| Social/Informal | |
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| Formal Meaningful | |
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| Organizational Efficiency | |
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| Trust in Others | |
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| Administrative Efficiency | |
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| Strategic Sense | |
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| Day-to-Day | |
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| Vision and Planning | |
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| Measuring Change Facilitator Style with the CFSQ | |
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| Ideas, Implications And Reflections About Change Facilitator | |
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| Change Facilitator Style as a Heuristic | |
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| Working with Different Change Facilitator Styles | |
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| Working with Initiators | |
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| Working with Responders | |
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| Working with Managers | |
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| Summary | |
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| Discussion Questions | |
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| Fieldwork Activities | |
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| Conduct a Study | |
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| Describing What Change Facilitators Do: Interventions | |
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| Focus Questions | |
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| Intervention Definition | |
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| Intervention Delivery | |
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| Six Functions of Interventions | |
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| Developing, Articulating, and Communicating a Shared Vision of the Intended Change | |
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| Planning and Providing Resources | |
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| Investing in Professional Learning | |
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| Checking on Progress | |
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| Providing Continuous Assistance | |
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| Creating a Context Supportive of Change | |
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| Additional Kinds of Interventions | |
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| Communicating Externally | |
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| Disseminating Information | |
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| Sizes of Interventions | |
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| Policies | |
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| Game Plan Components | |
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| Strategies | |
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| Tactics | |
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| Incidents | |
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| Isolated Incident | |
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| Simple Incident | |
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| Chain Incident | |
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| Repeated Incident | |
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| Complex Incident | |
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| Isolated Incident | |
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| The Anatomy of Interventions | |
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| Source | |
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| Target | |
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| Function | |
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| Summary | |
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| Discussion Questions | |
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| Fieldwork Activities | |
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| Conduct A Study | |
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| Additional Readings/Resources | |
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| The construction of Understanding: Intervention Mushrooms | |
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| Focus Questions | |
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| Introducing Mushrooms: A Unique Form of Intervention | |
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| Two Ways of Knowing: Objectivist and Interpretivist | |
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| The Objectivist Perspective of Change | |
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| The Interpretivist Perspective of Change | |
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| Intervention Mushrooms Are Constructed | |
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| Recognizing the Theme of a Mushroom | |
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| The Life Cycle of Intervention Mushrooms | |
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| The Birth of a Mushroom | |
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| The Growth of a Mushroom | |
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| The Maturing of a Mushroom | |
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| Keys to the Construction of Intervention Mushrooms | |
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| Stages of Concern as a Source of Mushrooms | |
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| Personal Concerns: A Significant Source of Negative Mushrooms | |
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| Intervening on Insecurity Mushrooms | |
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| Impact Concerns: A Significant Source of Positive Mushrooms | |
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| Levels of Use as a Rubric for Developing Understanding of Mushrooms | |
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| Levels of Use from a Constructivist Perspective | |
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| LoU-Based Mushrooms | |
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| Change Facilitator Style and Mushrooms | |
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| Different Change Facilitator Styles Have Different Meanings | |
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| Initiator CF Style: The meaning within a question | |
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| Manager CF Style: The Meaning within a Question | |
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| Responder CF Style: The Meaning within a Question | |
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| Keys to Detecting Mushrooms | |
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| Positive Mushroom Growth can be Encouraged | |
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| Intervening on Positive Mushrooms | |
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| Mushroom Detection by Change Facilitator Style | |
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| Initiator CF Style Leaders are Early Detectors | |
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| Responder CF Style: Respond to Some of the Individual Actions | |
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| Manager CF Style: Keep Things Evened Out | |
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| Evergreen Mushrooms | |
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| Sometimes Doing Nothing is Best | |
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| Summary | |
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| Discussion Questions | |
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| Fieldwork Activities | |
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| Conduct a Study | |
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| Additional Readings | |
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| Different Perspectives for Understanding the Big Picture of Change | |
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| Systems Thinking: Interconnections of Parts That Make a Whole | |
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| Focus Questions | |
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| Familiar Names in Systems Thinking | |
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| Going Deeper to Examine a Systems View | |
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| Components of the Educational System | |
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| Components of Systems in Change | |
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| Characteristics of Systemic Policy | |
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| Elements of Systemic Reform | |
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| Working Systemically in Schools | |
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| Components | |
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| Levels | |
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| Competencies | |
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| The Cube | |
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| Competencies from Other Writers | |
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| Effects of Working Systemically | |
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| Outcomes for Educators | |
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| Results for Students | |
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| Facilitators and Barriers to Working Systemically | |
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| Facilitators of the Change | |
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| Barriers to the Change Process | |
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| Limitations of Working Systemically | |
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| Summary | |
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| Disc | |
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| Discussion Questions | |
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| Fieldwork Activities | |
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| Conduct A Study | |
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| Additional Readings/Resources | |
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| Diffusion | |
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| Communication and Change Agents | |
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| Focus Questions | |
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| Communication | |
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| Within the Lines and Networks? | |
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| Components of Interpersonal Communication | |
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| Understanding Communication Networks | |
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| Implications of Communication Networks for Facilitating Change | |
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| Communication of Innovations: Who is Doing What? | |
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| Communication Elements: Sources, Targets, and Media | |
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| Sources of Communication | |
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| Targets of Communication | |
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| Media in Communication | |
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| Purpose of Communication | |
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| Coding Communication Actions in General | |
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| Implications of Coding Communications for Facilitating Change | |
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| Characteristics of Adopters | |
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| Five Adopter Categories | |
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| Innovators are Excited About Trying Something New | |
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| Early Adopters Think before Adopting | |
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| Early Majority are Careful | |
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| Late Majority are Cautious | |
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| Laggards Resist the New | |
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| There is a predictable Pattern to the flow of information across adopter categories | |
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| Opinion Leaders | |
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| Communicating across Adopter Categories | |
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| There is a Predictable Pattern to the Rate of Innovation Adoptions | |
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| The S Curve Explains it all | |
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| Critical Mass Signifies an Important Point | |
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| Implications of Adopter Categories for Facilitating Change | |
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| Other Diffusion Constructs: Perceptions of the Innovation and Characteristics of Change Agents | |
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| Perceived Attributes of the Innovation | |
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| Relative Advantage | |
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| Compatibilty | |
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| Complexity | |
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| Trialability | |
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| Observability | |
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| Addressing Perceived Attributes of the Innovation | |
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| The Role of Change Agents | |
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| Summary | |
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| Discussion Questions | |
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| Fieldwork Activities | |
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| Conduct a Study | |
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| Organization Development | |
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| Team Building, Action Research and Process Consultants | |
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| Focus Questions | |
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| What Is OD? | |
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| OD Definitions across the Decades | |
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| Training and Planning | |
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| Changing OD Definitions | |
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| OD Intervention Tools and Techniques | |
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| Survey Feedback | |
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| Exercises | |
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| Building Consensus | |
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| Team Functioning | |
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| OD Exercises are Job Context Free | |
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| Finding and Sharing OD Exercises | |
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| Team/group and Individual Process Skills | |
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| Team Decision Making | |
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| Brainstorming | |
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| Developing Consensus | |
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| Problem Solving | |
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| Force-Field Analysis | |
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| Meeting Skills | |
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| Individual Team Member Process Skills | |
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| Using OD to Change Whole Organizations | |
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| Assessing and Developing Climate/Culture | |
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| Organizational Climate Defined | |
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| Climate versus Culture | |
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| Interviewing to Assess Organization Culture | |
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| Examples of Organization Culture | |
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| Comparing Measurement of Climate and Culture | |
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| Strategic Planning | |
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| Making Strategic Planning Real | |
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| Providing Indicators/Evidence is Important | |
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| Action Research | |
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| OD Process Consultants | |
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| OD Consultants at Work | |
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| Planned Change Steps | |
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| OD Consultant Issues | |
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| Summary | |
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| Discussion Questions | |
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| Fieldwork Activities | |
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| Conduct a Study | |
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| Additional Reaings | |
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| Combining Views and Tools | |
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| Implementing Change: Assessing and Facilitating the Process from Individuals to Whole Systems | |
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| Focus Questions | |
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| Units of change range from the very large to the very small | |
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| The System as the Unit of Change | |
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| An Organization as the Unit of Change | |
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| Teams or Divisions as the Unit of Change | |
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| The Individual as the Unit of Change | |
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| The Change Perspective of the Concerns Based Adoption Model (CBAM) | |
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| CBAM Addresses the Individual | |
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| CBAM Addresses Teams and Groups | |
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| SoC Whole Group Profiles: Lap Top Computers for Teachers | |
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| SoC Subgroup Profiles | |
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| The Implementation Bridge: Using LoU and IC to Assess Change Progress | |
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| A School District Superintendent Wants to Know | |
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| Assessing Implementation | |
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| Action Research Can Happen | |
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| Two Snap Shots are Better than One | |
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| LoU is One Indicator | |
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| Another Indicator: Innovation Configurations | |
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| Fidelity of Implementation | |
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| Fidelity of Implementation of a Mathematics Innovation | |
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| The Bottom Line Question: What is the relationship between Extent of Implementation and Outcomes? | |
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| Which Research Design is Best? | |
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| Problems with Treatment-Control Group Designs | |
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| Comparing Degrees of Implementation | |
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| Leadership is a Very Important Factor | |
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| Relationships between CF Style and Student Outcomes | |
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| Principal CF Style and Student Test Scores | |
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| A Summary Systemic Framework | |
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| Principal CF Style and School Organization Culture | |
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| Final Reflections about Implementing Change | |
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| Ethical Issues in Facilitating Change | |
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| Understanding the Constructs | |
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| Responsible Use | |
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| Support at All Levels of the Organization | |
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| What about the Ethics of Change Agentry? | |
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| Ethical Behavior From a Concerns-Based Perspective | |
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| Wrong Interventions | |
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| Deliberate Manipulation | |
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| Continue Asking the Ethics Question | |
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| Summary | |
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| Discussion Questions | |
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| Fieldwork Activities | |
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| Conduct a Study | |
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| Additional ReaDings | |
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| Appendices | |
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| Stages of Concern Questionnaire (Form 075) | |
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| SoCQ Scoring Devise | |
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| Levels of Use of the Innovation (operational definitions) | |
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| Six Dimensions of Change Facilitator Style | |
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| Change Facilitator Style Questionnaire (CFSQ) | |
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| Change Facilitator Style Scoring Devise | |