Ron did a qualitative study – he was at AU as Associate VP – Finance and Controller
- had stagnant enrollment, maintained by bringing on more programs
- looked at successful organizations of similar size
- listened to people stories and looked to bring out themes
- sorted non-profits out (in appendix)
- chose the top institutions from a financial and academic indicator base: Charleston Southern University, Mount Saint Mary College, University of Mary Hardin-Baylor

Checked with President to ensure change processes were in place
Success from:

1. purpose of sampling
2. passion for what he was doing

Open ended questions

• interviewed 4 at each institution
• had tapes transcribed, typed
• code for these – themes jumped out
  • Enhancing Academic Delivery
  • Challenging the Fundamental Role of Faculty
  • Improving Student Life on Campus
  • Implementing Planning and Other Financial Issues

John Kotter says 8 steps must take place in sequence in order for change to happen:

1. establishing a sense of urgency
2. creating a guiding coalition
3. developing a vision and strategy
4. communicating the change vision
5. empowering broad-based action
6. generating short-term wins
7. consolidating gains and producing more change
8. anchoring new approaches in the culture

Ron wishes he had tracked one change on each campus to see if they truly do happen in order.

Research happened in 30 days, Dissertation written in 90 days.

Dr. Freed slowed him down by finding more resources to add to the dissertation.

It is very difficult to change higher education. The President of the University is on the committee.

Some things “we can’t do that here” (e.g. intercollegiate sports, inclusive recruiting).

Faculty is the single constituency that will inhibit change the most on a campus – faculty must trust the process – must actively involve them; then it’s admin’s responsibility to take the faculty findings and make them happen

In writing a dissertation, there are major challenges in getting any software to format a dissertation appropriately. Word was a horrendous experience

herrr@andrews.edu – send thought processes

by Michelle and Alice. They do professional development across Connecticut.

Book: Implementing Change by Gene E. Hall; Shirley M. Hord.
CBAM Stages of Concern in implementing change. Levels of Use.

They use these tools in their work finding out what their constituency needs.

Integrity and fidelity means that you need to know that in each classroom the change is being implementing in the same way. The teachers may implement the process in different ways.

Dialoguing about the innovation configuration is actually professional development. What are the important components of the practice?

In one particular school district they worked with teachers who had multiple days of training. They were considered facilitators in the building. Then they weren’t able to help their colleagues improve on their practice. The teachers then created a innovation configuration so that they could define if it was happening or not. Then they collected information on the level of implementation from 100 teachers.

Innovation Configuration Maps are NOT used for teacher evaluation. They are intended for program evaluation. It’s really about making a common language.

What materials aren’t there? What structures aren’t there? What professional development isn’t there?

We discussed how to build a swing. The definitions helped us realize how complex the innovation configuration could be. Something to sit on. Something to hang it by. Something to hang it off of. The components.

Steps to Develop an IC Map.

• Visualize and brainstorm parts of the new practice or change in therms of what the user would be doing.
• Identify components that constitute the major pieces of the new practice. Usually 8-15 components with 2-6 variations per component
• Actionalize the components by stating them in behaviors or actions/use verbs. Actions that can be observed.
• Consider the sequence of the components and reorder them to make the best sense.
• Generate variations for each component from ideal to unacceptable.
• Review, refine, edit the entire document.
• Draw fidelity lines to indicate ideal, acceptable, and unacceptable variations. i.e. these are unacceptable but we’ll accept it until next year.
  

When they sat down to do this with the teachers, depending on Stages of Concern and Levels of Use, there is a wide disparity on how they actually implemented the change.

This Innovation Configuration they created now helps the facilitators see how to help teachers move along the continuum just a little farther than the others. Stray thought. Has Innovation Configuration been done on Marzano’s Classroom Strategies that Work?

The professional development team created the Innovation Configuration. And then the facilitators at each building also created the Innovation Configuration to see how it matched. It validated the Innovation Configuration as well as the training.