levels of use implementation & stakeholder interventions
LoU |
Behaviors Associated with LoU |
Possible Interventions |
Level 0: Non-Use |
I have little or no knowledge of the change, and I am doing nothing toward becoming involved. |
At this stage, it is all about assessing people to determine their attitudes and readiness for change.
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Level 1: Orientation |
I am seeking or acquiring information about the change. |
Once the staff understands that the change holds the potential for growth, now is the time to provide information supporting the effectiveness of the change.
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Level 2: Preparation |
I am preparing for the first step in implementing the change. |
Now that the staff is informed about the nature of the change, it is time to show an overview of how the distributive leadership model will look at our school site. A small group of Senior Team Leads has been working to create a plan and systems for our school (these are currently in development). That work will be shared with the staff.
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Level 3: Mechanical Use |
I focus most effort on the short-term, day-to-day interaction with the change, with little time for reflection. My effort is primarily directed toward mastering tasks required to do the change successfully. |
Because the distributive leadership model will only be rolled out in three departments next year, only a small group of approximately twelve teachers will be affected: three Senior Team Leads and the nine teachers they will coach and evaluate. There will be an adjustment period for all involved as they acclimate to their new roles while also carrying on the day-to-day business of teaching. Interventions for Senior Team Leads:
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Level 4A: Routine |
I feel comfortable with the change. However, I am putting forth little effort and thought to improve the change plan. |
Now that the coaching and evaluation aspects of the Senior Team Lead role has been operating for a year, most participants understand the process and initial anxiety have passed. However, it is at this point that this group of twelve people should come together to make modifications to the system that was designed the previous year. Since the plan is to scale out Senior Team Leads to another two departments in the 17-18 school year, this is the perfect time to work together to better the system.
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Level 4B: Refinement |
I vary the way I implement the change to increase the expected benefits within the classroom. I am working on different implementation strategies to maximize the change effect on my students. |
Within the Senior Team Leads group, new people will be brought in as the project scales out to more departments. This is another opportunity to refine the system with more teacher leaders in the school.
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Level 5: Integration |
I am combining my own efforts with related activities of other teachers and colleagues to achieve impact in the classroom. |
All of the schools in our district will be implementing the distributive leadership model; however, schools were given the chance to customize the program to fit their school within certain guidelines. In the second year of the innovation, the time would be right to reach out to other secondary schools to see how their program is working and to share successes and struggles.
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Level 6: Renewal |
I reevaluate the quality of use of the change, seek major modifications of, or alternatives to, present innovation to achieve increased impact, examine new developments in the field, and explore new goals for myself and my school or district. |
After the program has been in place for 3-5 years, it would be important for district officials to gather data on the success of the program and look to other districts who have also moved to distributive leadership. Just as best practices were shared across schools, this same level of sharing should be done nationally. However, the program needs to have time and space to run before major modifications are introduced.
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Monitoring levels of use
In order to best monitor the Levels of Use throughout the implementation cycle, it will be necessary for the Instructional Leadership Team at Thomas Jefferson High School to gather data throughout the next three to five years. This data should include sources such as:
- Informal anecdotal evidence
- Re-administration of the Change Readiness Survey
- Re-administration of the Stages of Concern Questionnaire
- Stakeholder Interviews