School improvement initiatives often involve extensive change. At SEDL, we have learned that meaningful change is a process that requires deliberate leadership and action. We offer services, strategies, and resources—including our highly popular Concerns-Based Adoption Model—to help educators manage the implementation of new initiatives, create conditions for successful change, address staff concerns, and measure progress.
Concerns-Based Adoption Model
The Concerns-Based Adoption Model (CBAM) is a conceptual framework that describes, explains, and predicts probable teacher concerns and behaviors during the process of implementing a school reform.
- Video: Introduction to CBAM
- Video: Stages of Concern – Seven stages of emotions and perceptions that educators experience when implementing a change
- Video: Levels of Use – Eight levels of actions and behaviors educators engage in as they implement a change
- Video: Innovation Configurations – How an innovation may be implemented as shown along a continuum
Southeast Comprehensive Center (SECC): The SECC provides professional development and technical assistance to the state education agencies of Alabama, Georgia, Mississippi, North Carolina, and South Carolina to build their capacity to support districts and schools engaged in improvement efforts. Work varies by state.
Texas Comprehensive Center (TXCC): The TXCC provides professional development and technical assistance to the Texas Education Agency and the state’s 20 regional education service centers to build their capacity to support districts and schools engaged in improvement efforts.
Metro Nashville Public Schools: SEDL is collaborating with the Regional Educational Laboratory Appalachia to help Metro Nashville Public Schools in Tennessee develop Innovation Configurations to monitor the implementation of new programs.
Cullman County School System: In Alabama, SEDL provided training and technical assistance to staff of the Cullman County School System on the Concerns-Based Adoption Model through the Center for High-Performing Schools. This project assisted district leaders in developing a systemwide process for evaluating the implementation and impact of school improvement initiative.
Southeast Comprehensive Center (2005–2012): The Southeast Comprehensive Center provided technical assistance and professional development to the state education agencies of Alabama, Georgia, Louisiana, Mississippi, and South Carolina to build their capacity to support districts and schools engaged in improvement efforts. Work varied by state. For example, staff provided Louisiana’s Distinguished Educators, who support leaders at schools in need of improvement, with training on the Concerns-Based Adoption Model.
Texas Comprehensive Center (2005–2012): The Texas Comprehensive Center provided technical assistance and professional development to the Texas Education Agency and the state’s 20 regional education service centers to build their capacity to support districts and schools engaged in improvement efforts.
Leadership for Changing Schools Training Institute: This professional development institute, formerly known as the Leadership for Change Institute, assisted schools and districts in meeting the challenges of change. The courses were based on two 1992 SEDL publications: Facilitative Leadership: The Imperative for Change by Shirley Hord, which presents a six-component framework to help leaders support change in schools, and School Context: Bridge or Barrier to Change? by Victoria Boyd, which reviews the existing literature on the factors that can affect efforts to bring about change in schools.
Center for Comprehensive School Reform and Improvement: SEDL partnered with Learning Point Associates in the Center for Comprehensive School Reform and Improvement to help schools and districts organize, plan, implement, and sustain school reform and improvement. Our staff oversaw the development and management of the Center’s Web site and online databases.