School Improvement - Louisiana Department of Education

Stages of Concern about the Innovation/Change
The Stages of Concern about Innovation/Change is from Taking Charge of Change by Hord, Rutherford, Huling‐Austin, and Hall. The material that
follows may be used as a guide to understanding change for those involved in school reform. It is a complementary piece to the Appendix work
on Selecting Best Practices and Programs. As the material from Southwest Educational Development Laboratory (SEDL) reminds us, the
assumptions are that change is a process, not an event; that it is made by individuals first, then institutions; that it is a highly personal
experience; and that it is developmental in feelings and skills.
A first step in using concerns to guide interventions is to know what concerns the individuals have, especially their most intense concerns. The
Typical Expression of Concern correlates to “where people are” in relation to the Stages. It is important to bear in mind that a particular Stage of
Concern is neither “good” nor “bad.”
The second step is to deliver interventions that might respond to those concerns. Unfortunately, there is no absolute set of universal
prescriptions, but the following suggestions offer examples of interventions that might be useful. Always to be kept in mind is that interventions
must be related first to the people, second to the innovation/change.
Stage 0: Awareness Concerns
a. If possible, involve teachers in discussions and decisions about the innovation/change and its implementation.
b. Share enough information to arouse interest, but not so much that it overwhelms.
c. Acknowledge that a lack of awareness is expected and reasonable and that no questions about the innovation are foolish.
d. Encourage unaware persons to talk with colleagues who know about the innovation.
e. Take steps to minimize gossip and inaccurate sharing of information about the change.
Typical Expression of Concern: “I would like to know more about it.”
“I want to find out about the new materials the district is offering and see if they would be good
for our students.”
Stage 1: Information Concerns
a. Provide clear and accurate information about the innovation.
b. Use a variety of ways to share information—verbally, in writing, and through any other available media. Communicate with individuals and
with small and large groups.
c. Have persons who have used the innovation in other settings visit with your teachers. Visits to user schools could also be arranged.
d. Help teachers see how the innovation relates to their current practices, in regard to both similarities and differences.
e. Be enthusiastic and enhance the visibility of others who are excited.
Typical Expressions of Concern: “I would like to know more about it.”
“I want to find out about the new materials the district is offering and see if they would be good for our
students.”
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