Giving Compass' Take:

• The Concerns-Based Adoption Model (CBAM) helps implement change in schools if necessary.  However, some school staff is resistant to change in the classroom. 

• Since some teachers are resistant to change, how can higher level school administrators work with the CBAM to address those personal concerns? 

• Read about how other educators deal with education reform issues. 

School districts experience constant change, but many district leaders do not have a specific approach in mind to effectively manage those changes. the Concerns-Based Adoption Model (CBAM), drawn from the business world, is one strategy that can be used to implement change, eSchool News reports.

CBAM addresses three facets of change: innovation configurations — which provide a picture of levels of implementation; stages of concern — which personalize the process and allow leaders to identify attitudes of staff members concerning the change and levels of use — which help leaders identify if change is being implemented faithfully.

Schools are constantly being faced with the need to adapt. Some of these changes are mandated from the outside because of shifting state and federal regulations.   Some changes are in response to cultural forces, such as the need to incorporate more technology in the classroom so that students are better prepared for the workplace of the future.

However, teachers and staff members are sometimes resistant to change. School leaders may roll out a plan of change but may not know if those changes are being effectively implemented in the classroom. Such failures in implementation make it hard for a district leader to respond to the impact of the change.

Read the full article about district leaders by Amelia Harper at EducationDive