04525nam 2200553Ia 450 991097470030332120200520144314.01-4384-0554-50-585-06034-7(CKB)111004365722188(MiAaPQ)EBC3406962(Au-PeEL)EBL3406962(CaPaEBR)ebr10022524(OCoLC)923397476(BIP)76148291(BIP)243049(EXLCZ)9911100436572218819860228d1987 ub 0engurcn|||||||||txtrdacontentcrdamediacrrdacarrierChange in schools facilitating the process /Gene E. Hall and Shirley M. Hord1st ed.Albany, N.Y. State University of New York Pressc19871 online resource (viii, 393 pages) illustrationsSUNY series in educational leadership0-88706-347-0 Includes bibliographical references and index.Contents -- Preface -- Acknowledgments -- 1. The Concerns-Based Approach: An Overview -- 2. The Literature: Leadership For Change -- 3. The Teacher's Point of View: Stages of Concern -- 4. Is it Being Used? Levels of Use of an Innovation -- 5. What Is It? Innovation Configurations -- 6. Little Things Mean a Lot: Incident Interventions -- 7. How Do Interventions Fit into an Overall Plan? The Intervention Taxonomy -- 8. What Kind of Change Facilitator are You? Responder, Manager or Initiator -- 9. Principals Do Not Do It Alone: The Consigliere and Other Change Facilitators -- 10. How Does The Concerns- Based Approach Really Work? A Case Study -- 11. So What Else is There to CBAM? Explorations of Additional Theory, Practice, and Research -- Appendix A: Certified Trainers-The CBAM Cadre International -- Appendix B: Example Interventions for Each Stage of Concern -- References -- Index -- A -- B -- C -- D -- E -- F -- G -- H -- I -- J -- K -- L -- M -- N -- O -- P -- R -- S -- T -- U -- V -- W -- Y -- Z.This book summarizes nearly fifteen years of research in schools--research geared toward understanding and describing the change process as experienced by its participants. It addresses the question: "What can educators and educational administrators don on a day-to-day basis to become more effective in facilitating beneficial change?" The book provides research-based tools, techniques, and approaches that can help change facilitators to attain this goal. The authors contend that, in order to be more effective, educators must be concerns-based in their approach to leadership. Early chapters deal with teachers' evolving attitudes, concerns, and perceptions of change, as well as their gradually developing skills in implementing promising educational innovations. The authors next turn to examine the role of the school principal and other leaders as change facilitators, and present ways that they can become better informed about the developmental state of teachers as well as how to use these diagnostic survey and data as the basis for facilitating the change process. The emphasis is on practical day-to-day skills and techniques, showing administrators how to design and implement interventions that are supportive of teachers and others. Each chapter presents not only the concepts and research of the authors but also translates the concepts in concrete applications which illustrate the ways they can be applied to obtain genuine and lasting improvements. The book also contains an important discussion and description of the change process, focusing on teachers, innovations, and the schools. Gene E. Hall is Professor of Educational Leadership at the University of Florida at Gainesville. Shirley M. Hord is Senior Development Associate at the Southwest Educational Development Laboratory.SUNY series in educational leadership.School improvement programsUnited StatesCurriculum changeUnited StatesSchool principalsAttitudesUnited StatesSchool improvement programsCurriculum changeSchool principalsAttitudes371.2/07Hall Gene E.1941-1865153Hord Shirley M861939MiAaPQMiAaPQMiAaPQBOOK9910974700303321Change in schools4472192UNINA