Districts conducted whisper Contestability of the reasons involves principals and campaign with school leaders. for change teachers, describing change Districts provided school Credibility of the and how it aligns with the leaders with talking points sender/messenger vision of the district or and presentation materials to Circulation of misinformation school, timeline, and potential ensure consistent impact. communication with school Describe risk of not changing. staff. Communicate frequently and Teachers and instructional consistently. leaders conveyed and reinforced key messages. Leadership District and school leaders were actively involved in developing awareness among teachers. Creating Desire to Support and Participate in the Change Intrinsic or personal Leadership Participate actively and motivators of individual Leaders were active and visibly throughout the change Personal situations of visible. process. individual Leadership was distributed on Assess risks and manage Nature of the change (i.e., both district and school teams. resistance. is in it for me?”) “What Equip key staff to lead Teacher Involvement Organizational context, change. Teachers were given an active culture, and history Engage more staff in the role on design and planning change process. teams. Clarify and communicate Initiative Alignment alignment with other Frameworks implementation initiatives and how they will was aligned with other key support each other (and not initiatives (e.g., educator increase burden on teachers). evaluation). Developing the Knowledge to Make the Change Current knowledge base of Assess knowledge gaps in Teacher Learning individuals teachers. Teachers were provided Capability of individuals to Provide hands-on, interactive professional development on gain additional knowledge learning opportunities. content and instructional Available resources for Provide one-on-one coaching. shifts. education and training Create forums for teachers On-site coaches were Existence of and access to within a school or across a available in schools. required knowledge district to share their Instructional Resources experiences and how they Districts led coordinated, handled challenges. vertical curriculum planning across schools. Model instructional units were provided to teachers.
Districts conducted whisper campaign with school leaders. Districts provided school leaders with talking points and presentation materials to ensure consistent communication with school staff. Teachers and instructional leaders conveyed and reinforced key messages. Leadership District and school leaders were actively involved in developing awareness among teachers. Contestability of the reasons for change Credibility of the sender/messenger Circulation of misinformation involves principals and teachers, describing change and how it aligns with the vision of the district or school, timeline, and potential impact. Describe risk of not changing. Communicate frequently and consistently. Creating Desire to Support and Participate in the Change Leadership Leaders were active and visible. Leadership was distributed on both district and school teams. Teacher Involvement Teachers were given an active role on design and planning teams. Initiative Alignment Frameworks implementation was aligned with other key initiatives (e.g., educator evaluation). Intrinsic or personal motivators of individual Personal situations of individual Nature of the change (i.e., “What is in it for me?”) Organizational context, culture, and history Participate actively and visibly throughout the change process. Assess risks and manage resistance. Equip key staff to lead change. Engage more staff in the change process. Clarify and communicate alignment with other initiatives and how they will support each other (and not increase burden on teachers). Developing the Knowledge to Make the Change Teacher Learning Teachers were provided professional development on content and instructional shifts. On-site coaches were available in schools. Instructional Resources Districts led coordinated, vertical curriculum planning across schools. Model instructional units were provided to teachers. Current knowledge base of individuals Capability of individuals to gain additional knowledge Available resources for education and training Existence of and access to required knowledge Assess knowledge gaps in teachers. Provide hands-on, interactive learning opportunities. Provide one-on-one coaching. Create forums for teachers within a school or across a district to share their experiences and how they handled challenges.
10MA-CFIS-Final.docx