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Maiko Hosokawa
EDUC 662
Dr. Sara Turansky
February 26, 2017

Module 8 Activity 2 — Concerns-Based Adoption Model

Stage of Concern Expression of Concern Teachers

0. Unconcerned I am not concerned about it.
My plans for supporting these teachers: What questions can I ask? What activities might be useful for
these teachers?

Questions:
What is the most-time consuming task for you?
Shall we look at how the new innovation changes on your tasks?
What keeps you busy?

Activities:
Involve teachers in discussions and decisions about the innovation and its implementation.
Share enough information to arouse interest, but not so much it overwhelms.
Acknowledge that a lack of awareness is expected and reasonable and that there are no foolish questions.
Encourage unaware persons to talk with colleagues who know about the innovation.
Take steps to minimize gossip and inaccurate sharing of information about the innovation.
1. Informational I would like to know more about it.
My plans for supporting these teachers: What questions can I ask? What activities might be useful for
these teachers?

Questions:
Would you like to talk to teachers who have used the innovations?
What information/data would you like to know more about?
Would you like to attend webinars or invite developers?
What do you think are some similarities and differences ?

Activities:
Provide clear and accurate information about the innovation.
Use several ways to share information — verbally, in writing, and through available media.
Share information often and communicate with large and small groups and individuals.
Show how changes relate to current practice— the similarities and the differences.
Have persons who have used the innovation in other settings visit with your teachers. Visits to other schools
could also be arranged.
Be enthusiastic and enhance the visibility of others who are excited.
2. Personal How will using it affect me?
My plans for supporting these teachers: What questions can I ask? What activities might be useful for
these teachers?

Questions:
What is the most-time consuming task for you?
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Shall we look at how the new innovation changes your tasks?
What keeps you busy?
Would you like to talk to teachers who have used the innovations?
Would you like to have demonstration and try it some time?
What is the biggest concern that you have about the changes?

Activities:
Legitimize the existence and expression of personal concerns
Knowing these concerns are common and that others have them can be comforting.
Use personal notes and conversations to provide encouragement and reinforce personal adequacy.
Connect these teachers with others whose personal concerns have diminished and who will be supportive.
Show how the innovation can be implemented sequentially rather than in one big leap. It is important to
establish expectations that are attainable.
Do not push innovation use but encourage and support it while maintaining expectations.
I seem to be spending all of my time
3. Management
getting materials ready.
My plans for supporting these teachers: What questions can I ask? What activities might be useful for
these teachers?

Questions:
What is unclear that takes your time to figure out?
What is the most-time consuming task for you?
Would you like to have a mentor?
Do you bring work home every day/weekend?
How do you organize your week?
Do you use your time for yourself at home?

Activities:
Provide the evaluation of the teacher’s performance with current curriculum or on current roles.
Provide the specific persons getting help for specific issues.
Provide answers that address the small specific “how-to” issues.
Demonstrate exact and practical solutions to the logistical problems that contribute to these concerns.
Advice the limited time of working at home and talk about the weekend plan every week.
Decide one personal activities you do in the weekends.
Attend to the immediate demands of the innovation not what will be or could be in the future.
How is my use affecting learners? How can
4. Consequence
I refine it to have more impact?
My plans for supporting these teachers: What questions can I ask? What activities might be useful for
these teachers?

Questions:
Would you like to talk to teachers who have used the innovations?
What is the biggest concern you have about the changes that negatively affect your students and class?
Would you like to attend webinars or invite developers?
Would you like to visit similar settings of classrooms?
Is your concern the students’ behavior or academics?

Activities:
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Provide individuals with opportunities to visit other settings where the innovation is in use and to attend
conferences on the topic.
Gather data and provide positive feedback and needed support.
Share with these persons information pertaining to the innovation.
How can I relate what I am doing to what
5. Collaboration
others are doing?
My plans for supporting these teachers: What questions can I ask? What activities might be useful for
these teachers?

Questions:
Do you mind helping teachers who need help?
Would you like to be a mentor of beginning teachers?
Would you like to share how you could use the new innovation in your class in the next meeting?
Would you like to observe the different classrooms?

Activities:
Provide opportunities to develop skills for working collaboratively.
Encourage the collaborators, but don’t attempt to force collaboration on those who are not interested.
Bring together, from inside and outside the school, those who are interested in working collaboratively.
Arrange for people to help each other. Use these teachers to assist others. Mentor-Mentee pairs.
Help the collaborators establish reasonable expectations and guidelines for the collaborative effort.
I have some ideas about something that
6. Refocusing
would work even better.
My plans for supporting these teachers: What questions can I ask? What activities might be useful for
these teachers?

Questions:
Would you like to lead the next meeting and share your idea?
How can I help you to implement your ideas?
What do you need to implement your ideas?
What are difficulties to implement your ideas?

Activities:
Respect and encourage the interest these individuals have for finding a better way.
Encourage these individuals to act on their concerns for program improvement.
Be aware of and willing to accept the fact that these persons may replace or significantly modify the existing
innovations.
Help these teachers channel their ideas and energies productively.
Help these teachers access the resources they need to refine their ideas and put them into practice.
Document changes being made and monitor impact.