Shirley M. Hord, PhD, is the scholar laureate of Learning Forward (previously National Staff Development Council), following her retirement as Scholar Emerita at the Southwest Educational Development Laboratory in Austin, Texas. There she directed the Strategies for Increasing Student Success Program. She continues to design and coordinate professional development activities related to educational change and improvement, school leadership, and the creation of professional learning communities. Her early roles as elementary school classroom teacher and university science education faculty at The University of Texas at Austin were followed by her appointment as co-director of Research on the Improvement Process at the Research and Development Center for Teacher Education at The University of Texas at Austin. There she administered and conducted research on school improvement and the role of school leaders in school change. She served as a fellow of the National Center for Effective Schools Research and Development and was U.S. representative to the Foundation for the International School Improvement Project, an international effort that develops research, training, and policy initiatives to support local school improvement practices. In addition to working with educators at all levels across the U.S. and Canada, Hord makes presentations and consults in Asia, Europe, Australia, Africa, and Mexico. Her current interests focus on the creation and functioning of educational organizations as learning communities and the role of leaders who serve such organizations. Dr. Hord is the author of numerous articles and books, of which a selection of the most recent are: Implementing Change: Patterns, Principles, and Potholes, 3rd ed (with Gene E. Hall, 2011); Reclaiming Our Teaching Profession: The Power of Educators Learning in Community (with Edward F. Tobia, 2012); A Playbook for Professional Learning: Putting the Standards Into Action (with Stephanie Hirsh, 2012). James L. Roussin, M.A.L.S., has been committed to improving teaching and learning in schools across the US and abroad throughout his professional career. He has worked as a Language Arts Teacher, Gifted Coordinator, ESL Coordinator, Curriculum Director, Executive Director of Teaching, Learning & School Improvement, Adjunct Professor, and Educational Consultant. Jim is currently working as a Strategic Change Consultant and is the Executive Director for Generative Learning. Website: http://www.generative-learning.com Jim helped to revitalize the Minnesota Staff Development Council from 1998 – 2004 and served as its President for four of those years. He has also served as a board of trustee on the National Staff Development Council (now Learning Forward). He is a teaching associate for Human Systems Dynamics (an institute that is using complexity theory to impact organizational development work). He is also a learning facilitator for Leadership Development, Cognitive Coaching, Adaptive Schools, QLD (Quality Leadership by Design) - S.M.A.R.T. Goals, and Program Evaluation. In February of 2006, Jim traveled to India on a Berkana Learning Journey to explore new forms of leadership that are emerging in global communities. And in 2009 he spent four months working in the Middle East with ASCD-Middle East in supporting the Ministry of Education in implementing new teacher development standards. JJim’s current interests focus on healthy organizations and human development through the lens of natural systems theory and complexity science. James Roussin is the author of a variety of articles as well as a co-author of the book: Guiding Professional Learning Communities: Inspiration, Challenge, Surprise, and Meaning (Shirley M. Hord, James L. Roussin & William A. Sommers, 2010).

"Change requires learning and learning produces change. Hord, Roussin, and Hall generously provide the tools educators need to promote the learning necessary to achieve the change they seek to make."

• Foreword by Gene E. HallPreface: What You Will Find in This BookAcknowledgmentsAbout the Authors1. IntroductionSix Beliefs About ChangeCritical UnderstandingsAn Informal IntroductionEveryWhere School District2. Six Strategies: Moving From Adoption to Full ImplementationEveryWhere Begins the Implementation JourneyLearning Map 2.1: Explaining Six Research-Based Strategies for ChangeLearning Map 2.2: Planning Strategies for a Change EffortLearning Map 2.3: Reviewing the Literature on Structural and Relational Conditions for ChangeLearning Map 2.4: Assessing Change Readiness3. Innovation Configurations: Creating a Vision of the ChangeEveryWhere Begins Creating A Vision of Its ChangesLearning Map 3.1: Articulating the Need for Precision About the ChangeLearning Map 3.2: Identifying Structures of an Innovation Configuration MapLearning Map 3.3: Creating an IC Map With Guided PracticeLearning Map 3.4: Developing an IC Map IndependentlyLearning Map 3.5: Reviewing and Revising the MapLearning Map 3.6: Field-Testing and Revising the MapLearning Map 3.7: Sharing the Map With ImplementersLearning Map 3.8: Using an IC Map for Developing an Implementation Plan4. Stages of Concern: Understanding IndividualsEveryWhere Considers the Compelling Case for ConcernsLearning Map 4.1: Considering the Compelling Case for ConcernsLearning Map 4.2: Generating Responses to ConcernsLearning Map 4.3: Collecting Concerns Data5. Levels of Use: Using InnovationsEveryWhere Meets Levels of UseLearning Map 5.1: Articulating Behaviors Associated With the Use of InnovationsLearning Map 5.2: Identifying the Level of Use of IndividualsLearning Map 5.3: Collecting Levels-of-Use DataEveryWhere′s Journey Comes to an End, or Does It?Implementing Change Through LearningFinale by Gene E. HallReferencesAdditional Resources for the Concerns-Based Adoption ModelIndex

Shirley M. Hord, PhD, is the scholar laureate of Learning Forward (previously National Staff Development Council), following her retirement as Scholar Emerita at the Southwest Educational Development Laboratory in Austin, Texas. There she directed the Strategies for Increasing Student Success Program. She continues to design and coordinate professional development activities related to educational change and improvement, school leadership, and the creation of professional learning communities. Her early roles as elementary school classroom teacher and university science education faculty at The University of Texas at Austin were followed by her appointment as co-director of Research on the Improvement Process at the Research and Development Center for Teacher Education at The University of Texas at Austin. There she administered and conducted research on school improvement and the role of school leaders in school change. She served as a fellow of the National Center for Effective Schools Research and Development and was U.S. representative to the Foundation for the International School Improvement Project, an international effort that develops research, training, and policy initiatives to support local school improvement practices. In addition to working with educators at all levels across the U.S. and Canada, Hord makes presentations and consults in Asia, Europe, Australia, Africa, and Mexico. Her current interests focus on the creation and functioning of educational organizations as learning communities and the role of leaders who serve such organizations. Dr. Hord is the author of numerous articles and books, of which a selection of the most recent are: Implementing Change: Patterns, Principles, and Potholes, 3rd ed (with Gene E. Hall, 2011); Reclaiming Our Teaching Profession: The Power of Educators Learning in Community (with Edward F. Tobia, 2012); A Playbook for Professional Learning: Putting the Standards Into Action (with Stephanie Hirsh, 2012). James L. Roussin, M.A.L.S., has been committed to improving teaching and learning in schools across the US and abroad throughout his professional career. He has worked as a Language Arts Teacher, Gifted Coordinator, ESL Coordinator, Curriculum Director, Executive Director of Teaching, Learning & School Improvement, Adjunct Professor, and Educational Consultant. Jim is currently working as a Strategic Change Consultant and is the Executive Director for Generative Learning. Website: http://www.generative-learning.com Jim helped to revitalize the Minnesota Staff Development Council from 1998 – 2004 and served as its President for four of those years. He has also served as a board of trustee on the National Staff Development Council (now Learning Forward). He is a teaching associate for Human Systems Dynamics (an institute that is using complexity theory to impact organizational development work). He is also a learning facilitator for Leadership Development, Cognitive Coaching, Adaptive Schools, QLD (Quality Leadership by Design) - S.M.A.R.T. Goals, and Program Evaluation. In February of 2006, Jim traveled to India on a Berkana Learning Journey to explore new forms of leadership that are emerging in global communities. And in 2009 he spent four months working in the Middle East with ASCD-Middle East in supporting the Ministry of Education in implementing new teacher development standards. JJim’s current interests focus on healthy organizations and human development through the lens of natural systems theory and complexity science. James Roussin is the author of a variety of articles as well as a co-author of the book: Guiding Professional Learning Communities: Inspiration, Challenge, Surprise, and Meaning (Shirley M. Hord, James L. Roussin & William A. Sommers, 2010).

"Change requires learning and learning produces change. Hord, Roussin, and Hall generously provide the tools educators need to promote the learning necessary to achieve the change they seek to make."

• Foreword by Gene E. HallPreface: What You Will Find in This BookAcknowledgmentsAbout the Authors1. IntroductionSix Beliefs About ChangeCritical UnderstandingsAn Informal IntroductionEveryWhere School District2. Six Strategies: Moving From Adoption to Full ImplementationEveryWhere Begins the Implementation JourneyLearning Map 2.1: Explaining Six Research-Based Strategies for ChangeLearning Map 2.2: Planning Strategies for a Change EffortLearning Map 2.3: Reviewing the Literature on Structural and Relational Conditions for ChangeLearning Map 2.4: Assessing Change Readiness3. Innovation Configurations: Creating a Vision of the ChangeEveryWhere Begins Creating A Vision of Its ChangesLearning Map 3.1: Articulating the Need for Precision About the ChangeLearning Map 3.2: Identifying Structures of an Innovation Configuration MapLearning Map 3.3: Creating an IC Map With Guided PracticeLearning Map 3.4: Developing an IC Map IndependentlyLearning Map 3.5: Reviewing and Revising the MapLearning Map 3.6: Field-Testing and Revising the MapLearning Map 3.7: Sharing the Map With ImplementersLearning Map 3.8: Using an IC Map for Developing an Implementation Plan4. Stages of Concern: Understanding IndividualsEveryWhere Considers the Compelling Case for ConcernsLearning Map 4.1: Considering the Compelling Case for ConcernsLearning Map 4.2: Generating Responses to ConcernsLearning Map 4.3: Collecting Concerns Data5. Levels of Use: Using InnovationsEveryWhere Meets Levels of UseLearning Map 5.1: Articulating Behaviors Associated With the Use of InnovationsLearning Map 5.2: Identifying the Level of Use of IndividualsLearning Map 5.3: Collecting Levels-of-Use DataEveryWhere′s Journey Comes to an End, or Does It?Implementing Change Through LearningFinale by Gene E. HallReferencesAdditional Resources for the Concerns-Based Adoption ModelIndex

Shirley M. Hord, PhD, is the scholar laureate of Learning Forward (previously National Staff Development Council), following her retirement as Scholar Emerita at the Southwest Educational Development Laboratory in Austin, Texas. There she directed the Strategies for Increasing Student Success Program. She continues to design and coordinate professional development activities related to educational change and improvement, school leadership, and the creation of professional learning communities. Her early roles as elementary school classroom teacher and university science education faculty at The University of Texas at Austin were followed by her appointment as co-director of Research on the Improvement Process at the Research and Development Center for Teacher Education at The University of Texas at Austin. There she administered and conducted research on school improvement and the role of school leaders in school change. She served as a fellow of the National Center for Effective Schools Research and Development and was U.S. representative to the Foundation for the International School Improvement Project, an international effort that develops research, training, and policy initiatives to support local school improvement practices. In addition to working with educators at all levels across the U.S. and Canada, Hord makes presentations and consults in Asia, Europe, Australia, Africa, and Mexico. Her current interests focus on the creation and functioning of educational organizations as learning communities and the role of leaders who serve such organizations. Dr. Hord is the author of numerous articles and books, of which a selection of the most recent are: Implementing Change: Patterns, Principles, and Potholes, 3rd ed (with Gene E. Hall, 2011); Reclaiming Our Teaching Profession: The Power of Educators Learning in Community (with Edward F. Tobia, 2012); A Playbook for Professional Learning: Putting the Standards Into Action (with Stephanie Hirsh, 2012). James L. Roussin, M.A.L.S., has been committed to improving teaching and learning in schools across the US and abroad throughout his professional career. He has worked as a Language Arts Teacher, Gifted Coordinator, ESL Coordinator, Curriculum Director, Executive Director of Teaching, Learning & School Improvement, Adjunct Professor, and Educational Consultant. Jim is currently working as a Strategic Change Consultant and is the Executive Director for Generative Learning. Website: http://www.generative-learning.com Jim helped to revitalize the Minnesota Staff Development Council from 1998 – 2004 and served as its President for four of those years. He has also served as a board of trustee on the National Staff Development Council (now Learning Forward). He is a teaching associate for Human Systems Dynamics (an institute that is using complexity theory to impact organizational development work). He is also a learning facilitator for Leadership Development, Cognitive Coaching, Adaptive Schools, QLD (Quality Leadership by Design) - S.M.A.R.T. Goals, and Program Evaluation. In February of 2006, Jim traveled to India on a Berkana Learning Journey to explore new forms of leadership that are emerging in global communities. And in 2009 he spent four months working in the Middle East with ASCD-Middle East in supporting the Ministry of Education in implementing new teacher development standards. JJim’s current interests focus on healthy organizations and human development through the lens of natural systems theory and complexity science. James Roussin is the author of a variety of articles as well as a co-author of the book: Guiding Professional Learning Communities: Inspiration, Challenge, Surprise, and Meaning (Shirley M. Hord, James L. Roussin & William A. Sommers, 2010).

"Change requires learning and learning produces change. Hord, Roussin, and Hall generously provide the tools educators need to promote the learning necessary to achieve the change they seek to make."

• Foreword by Gene E. HallPreface: What You Will Find in This BookAcknowledgmentsAbout the Authors1. IntroductionSix Beliefs About ChangeCritical UnderstandingsAn Informal IntroductionEveryWhere School District2. Six Strategies: Moving From Adoption to Full ImplementationEveryWhere Begins the Implementation JourneyLearning Map 2.1: Explaining Six Research-Based Strategies for ChangeLearning Map 2.2: Planning Strategies for a Change EffortLearning Map 2.3: Reviewing the Literature on Structural and Relational Conditions for ChangeLearning Map 2.4: Assessing Change Readiness3. Innovation Configurations: Creating a Vision of the ChangeEveryWhere Begins Creating A Vision of Its ChangesLearning Map 3.1: Articulating the Need for Precision About the ChangeLearning Map 3.2: Identifying Structures of an Innovation Configuration MapLearning Map 3.3: Creating an IC Map With Guided PracticeLearning Map 3.4: Developing an IC Map IndependentlyLearning Map 3.5: Reviewing and Revising the MapLearning Map 3.6: Field-Testing and Revising the MapLearning Map 3.7: Sharing the Map With ImplementersLearning Map 3.8: Using an IC Map for Developing an Implementation Plan4. Stages of Concern: Understanding IndividualsEveryWhere Considers the Compelling Case for ConcernsLearning Map 4.1: Considering the Compelling Case for ConcernsLearning Map 4.2: Generating Responses to ConcernsLearning Map 4.3: Collecting Concerns Data5. Levels of Use: Using InnovationsEveryWhere Meets Levels of UseLearning Map 5.1: Articulating Behaviors Associated With the Use of InnovationsLearning Map 5.2: Identifying the Level of Use of IndividualsLearning Map 5.3: Collecting Levels-of-Use DataEveryWhere′s Journey Comes to an End, or Does It?Implementing Change Through LearningFinale by Gene E. HallReferencesAdditional Resources for the Concerns-Based Adoption ModelIndex