'Using the Stages of Concern Model to assess change over time’

You want me to do what? How Iowa’s secondary school principals are adjusting to their new roles in light of the Teacher Leadership Initiative

“…Concerns--Based Adoption Model (CBAM). This model was intended to gauge teachers' readiness to implement educational innovations (Long & Constable, 2006). However, in a later study, the CBAM model was expanded beyond teachers to examine the importance of principals in facilitating school change (Hord et al, 1987).…”

“…Within the CBAM model, Hall developed a continuum for reactions to change entitled Stages of Concern (Hord et al, 1987). A concern was interpreted to be a feeling, thought, attitude or reaction of an individual to a particular educational practice (Long & Constable, 2006). The first stage, Unconcerned, represents a lack of concern toward the change.…”

“…This stage is called, Self. Within the Self stage, Hall has categorized the concerns to be awareness, informational, or personal (Long & Constable, 2006). As participants move toward the next stage, Task, they become focused on what they need to do.…”

“…They may not feel equipped to complete some of the responsibilities being asked of them; consequently, they may begin to feel annoyed and frustrated. The final stage, Impact, is broken down into Consequence, Collaboration, and Refocus (Long & Constable, 2006). This stage brings less concern for the tasks, but more concern for the larger elements of change.…”

“…For example, is this change helping students learn? Individuals can have several concerns at one time; however, specific concerns can be more or less intense at various phases of implementation (Long & Constable, 2006). The Stages of Concern Model not only looks at patterns of individual concerns, it is also used as a way to identify areas for supportive interventions in relation to identified concerns (Long & Constable, 2006).…”