LEADER 04525nam 2200553Ia 450 001 9910974700303321 005 20200520144314.0 010 $a1-4384-0554-5 010 $a0-585-06034-7 035 $a(CKB)111004365722188 035 $a(MiAaPQ)EBC3406962 035 $a(Au-PeEL)EBL3406962 035 $a(CaPaEBR)ebr10022524 035 $a(OCoLC)923397476 035 $a(BIP)76148291 035 $a(BIP)243049 035 $a(EXLCZ)99111004365722188 100 $a19860228d1987 ub 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aChange in schools $efacilitating the process /$fGene E. Hall and Shirley M. Hord 205 $a1st ed. 210 $aAlbany, N.Y. $cState University of New York Press$dc1987 215 $a1 online resource (viii, 393 pages) $cillustrations 225 1 $aSUNY series in educational leadership 311 0 $a0-88706-347-0 320 $aIncludes bibliographical references and index. 327 $aContents -- 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. 330 $aThis book summarizes nearly fifteen years of research in schools--research geared toward understanding and describing the change process as experienced by its participants. It addresses the question: "What can educators and educational administrators don on a day-to-day basis to become more effective in facilitating beneficial change?" The book provides research-based tools, techniques, and approaches that can help change facilitators to attain this goal. The authors contend that, in order to be more effective, educators must be concerns-based in their approach to leadership. Early chapters deal with teachers' evolving attitudes, concerns, and perceptions of change, as well as their gradually developing skills in implementing promising educational innovations. The authors next turn to examine the role of the school principal and other leaders as change facilitators, and present ways that they can become better informed about the developmental state of teachers as well as how to use these diagnostic survey and data as the basis for facilitating the change process. The emphasis is on practical day-to-day skills and techniques, showing administrators how to design and implement interventions that are supportive of teachers and others. Each chapter presents not only the concepts and research of the authors but also translates the concepts in concrete applications which illustrate the ways they can be applied to obtain genuine and lasting improvements. The book also contains an important discussion and description of the change process, focusing on teachers, innovations, and the schools. Gene E. Hall is Professor of Educational Leadership at the University of Florida at Gainesville. Shirley M. Hord is Senior Development Associate at the Southwest Educational Development Laboratory. 410 0$aSUNY series in educational leadership. 606 $aSchool improvement programs$zUnited States 606 $aCurriculum change$zUnited States 606 $aSchool principals$xAttitudes$zUnited States 615 0$aSchool improvement programs 615 0$aCurriculum change 615 0$aSchool principals$xAttitudes 676 $a371.2/07 700 $aHall$b Gene E.$f1941-$01865153 701 $aHord$b Shirley M$0861939 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910974700303321 996 $aChange in schools$94472192 997 $aUNINA