1. Christina Steinbacher-Reed creed@iu17.org

2. Collins Type 1 Describe a time when you experienced a significant change. How did you react to that change? Minimum five lines.

3. Today’s Questions How do we experience change? How does understanding the change process impact my role? How do I coach and support colleagues through the change process?

5. Debriefing the Activity How did you feel? How many took something off? Put something on? How many exchanged something with somebody else? How many ran out of things to change?

6. Concerns-Based Adaption Model

7. Article Review Read the CBAM article and mark up the text in a way that is meaningful to you Share your reactions and connections with a partner

8. CBAM Model Assumes that individuals grow in both their concerns and their use of new innovations (formative assessment practices). Support for growth in individuals must be tailored to specific developmental needs. CBAM model legitimizes differences in feelings and behaviors of staff relative to a change (innovation).

9. How does this impact your work? 6 Refocusing 5 Collaboration 4 Consequence 3 Management 2Personal 1 Informational 0 Awareness

10. Think about a recent interaction with a colleague about a change. It could be a change he or she is making now or considering in the future. Describe some of his or her concerns about the change. Apply CBAM to how you might approach this colleague in the future.

11. What about systems level change?

12. Motion Leadership - Fullan Change-savvy leaders always know that you can’t directly make people change. But you can create a system where positive change is virtually inevitable.” (Fullan, 2010, p. 62)

13. What do you think? Top down change doesn’t work – people resist when leaders try to tighten things up…the best way to tighten things up is to get peers to do it.” “The role of the leader is to enable, facilitate, and cause peers to interact in a focused manner. Peer interaction is the social glue of focus and cohesion.” (Fullan, 2010)

14. “Give people new experiences in relatively nonthreatening circumstances, and build on it, especially through interaction with trusted peers – very simple but hard to do when you are impatient for buy in.” “You need to learn about implementation during implementation”

15. Where do we begin supporting others in the change process? Seek first to understand before being understood

16. Coaches as System Leaders

17. Levels of Intensity for Instructional Coaching (Bean 2004) Level 1 Relationship building Resource provider Assisting with Assessments, curriculum, materials Level 2 Co-planning Facilitating meetings Analyzing and interpreting data Individual discussions re: teaching and learning PD presentations Level 3 Modeling within a cycle of coaching Co-teaching lessons Visiting and providing feedback Analyzing videos of teaching practice Lesson Study

18. How do we change the system one conversation at a time? “The coach dances with teachers to facilitate the unleashing of potentials and the experience of change. The dialogue dance creates motivation and energy…It creates readiness for change, the power to change, and the leverage for change.” (Hall and Duval, 2005)

19. Cognitive Coaching Directed by the coachee Neutral A skillful application of tools for planning, reflecting, and problem-solving Capacity building Mediating thinking Developing and building internal resources Believing in the potential and positive intentions of the coachee

20. Cognitive Shifts

21. Planning Conversations

22. Tools for Planning Conversations Planning Map Clarifying Roles Contracting

23. Real Play Seeing it in action Having a go Homework – try it out

24. Reflect and Commit Reflect back on our learning this morning. What has resonated with you? How does this impact your personal or professional relationships? What do you want to be mindful of as you move forward?