Implementing Change Through Learning: Concerns-Based Concepts, Tools, and Strategies for Guiding Change

Lead successful, lasting reform in your school or district!

No matter what change your school or district is facing, this definitive book shows how to involve school and district leaders every step of the way. Developed by pioneers of K-12 change management, the Concerns-Based Adoption Model (CBAM) enables you to:

• Understand, predict, and address teacher concerns and reactions
• Use a series of powerful Learning Maps to help individuals and teams manage change
• See CBAM in action through a running case study
• Build credibility and trust to set a foundation for meaningful, lasting change

Shirley M. Hord, Ph.D., is Scholar Laureate in association with the National Staff Development Council, following her retirement as Scholar Emerita at the Southwest Educational Development Laboratory in Austin, Texas. There she directed the Strategies for Increasing Student Success Program. She continues to monitor the Leadership For Change Project, and support applications of the Concerns-Based Adoption Model (CBAM). In addition, she designs and coordinates professional development activities related to educational change, school improvement, and school leadership.

Her early roles as elementary school classroom teacher and university science education faculty at The University of Texas at Austin were followed by her appointment as Co-Director of Research on the Improvement Process at the Research and Development Center for Teacher Education at The University of Texas at Austin. There she administered and conducted research on school improvement and the role of school leadership in school change. This work focused on the concerns and needs of teachers implementing change in their content knowledge and instructional practices, and how leaders support them through structures and staff development interventions during the change process.

She served as a Fellow of the National Center for Effective Schools Research and Development, and was U.S. representative to the Foundation for the International School Improvement Project, an international effort that develops research, training, and policy initiatives to support local school improvement practices.

In addition to working with educators at all levels across the U.S. and Canada, Hord makes presentations and consults in Asia, Europe, Australia, and Africa.

Her current interests focus on qualitative research into understanding and delivering comprehensive educational reform to schools, and the functioning and creation of educational organizations as learning communities and the role of leaders who serve such organizations. Dr. Hord is the author of numbers of articles and books, the most recent of which is (with Gene E. Hall) Implementing Change: Patterns, Principles, and Potholes (3rd edition); Learning Together, Leading Together: Changing Schools Through Professional Learning Communities (editor); Leading Professional Learning Communities: Voices from Research and Practice (2008).

James L. Roussin has been committed to improving teaching and learning in schools across the United States and abroad for the past 26 years. He has worked as a language arts teacher; gifted coordinator; ESL coordinator; curriculum director; executive director of teaching, learning, and school improvement; adjunct professor; and educational consultant.

Roussin is currently working as a strategic change consultant, and is the executive director for Generative Human Systems. Roussin helped to revitalize the Minnesota Staff Development Council from 1998 to 2004 and served as its president for four of those years. He is currently serving as a board trustee on the National Staff Development Council. He is a teaching associate for Human Systems Dynamics (an institute that is using complexity theory to impact organizational development work). He is also a national trainer for leadership development, cognitive coaching, adaptive schools, QLD (quality leadership by design)-S.M.A.R.T. goals, and program evaluation.

In February of 2006, Roussin traveled to India on a Berkana Learning Journey to explore new forms of leadership that are emerging in global communities. More recently, he spent four months working in the Middle East with ASCD-Middle East in supporting the Ministry of Education in implementing new teacher development standards.

Roussin¿s current interests focus on healthy organizations and human development through the lens of natural systems theory and complexity science.