During Thursday afternoon’s ELA session, participants discussed how people aren’t resistant to change; rather, they are resistant to transition. Some have a sense of the loss of control that the modules can bring. It’s the job of the Network Team members to go back to their districts and schools and show their colleagues that they still retain control over the curriculum they are teaching and the modules are a guide, not a mandate.
“Live a Lesson” – Participants were asked to be a student when looking at Lesson 8 from Unit 1 of Grade 8, Module 2A. Text selections included Shirley Chisolm’s speech: “Equal Rights for Women” and an excerpt from To Kill a Mockingbird. After a close reading of the speech, participants answered questions based on the reading and then broke into groups to discuss the process of close reading, gaining an understanding of the text and then answering the Text Dependent Questions (TDQs). Viewing the lesson from the perspective of a student helps inform teachers on how to best approach teaching the modules.
The groups discussed the learning targets, the close reading process, academic vocabulary, TDQs, the writing process, collaboration, and reflecting on learning targets. Teachers were able to see all of these shifts in action through the eyes of a student, making them better informed when they develop their own lessons or are using the modules in their classrooms.
The session also covered supporting the module implementation through change. “If we don’t change the direction we’re going, we’re likely to end up where we are headed.”- Chinese Proverb
Participants read an article from the National Staff Development Council, “A measure of concern” and discussed how it connects to professional choices they have made in the past. This lead to the “7 Stages of Concern” that offer a way to understand and then address educators’ common concerns about change.
Stage 0- Awareness- Aware that an innovation is being introduced but not really interested or concerned with it.
Stage 1- Informational- Interested in some information about the change.
Stage 2- Personal- Wants to know the personal impact of the change.
Stage 3- Management- Concerned about how the change will be managed in practice.
Stage 4- Consequence- Interested in the impact on students or the school.
Stage 5- Collaboration- Interested in working with colleagues to make the change effective.
Stage 6- Refocusing- Begins refining the innovation to improve student learning results.
Participants discussed their teachers and where they fit in these seven stages as well as the behaviors they show to indicate at which stage they are in accepting and working with change. School leaders were supplied with a list of strategies to help them address the stages of concern that may be evident in their respective schools/districts. They also looked at sample cases and identified the stages of concern that were present in each instance. They discussed various solutions including messaging techniques, professional development, and effective use of data to provide collaboration time for teachers. Leaders found that knowing about the seven stages will help them to become a better resource for their staff, yet they should be able to recognize at which stage they are in as well.