School Improvement - Louisiana Department of Education

Stage 2: Personal Concerns
a. Legitimize the existence and expression of personal concerns. Knowing that these concerns are common and that others share them
can be comforting.
b. Use personal notes and conversations to provide encouragement and reinforce personal adequacy.
c. Connect these teachers with others whose personal concerns have diminished and who will be supportive.
d. Show how the innovation can be implemented sequentially rather than in one big leap. It is important to establish expectations that
are attainable.
e. Do not push innovation use, but encourage and support it while maintaining expectations.
Typical Expressions of Concern: “How will using it affect me?”
“I’m not sure the new technology innovation is for me—can I do it? I hardly know where the
off/on button is.”
Stage 3: Management Concerns
a. Clarify the steps and components of the innovation. Information from innovation configurations will be helpful here.
b. Provide answers that address the small, specific “how‐to” issues that are so often the cause of management concerns.
c. Demonstrate exact and practical solutions to the logistical problems that contribute to these concerns.
d. Help teachers sequence specific activities and set timelines for their accomplishments.
e. Attend to the immediate demands of the innovations, not what will be or could be in the future.
Typical Expressions of Concern: “I seem to be spending all my time getting materials ready.”
“I am concerned about the time it takes me to get materials ready and organize everything for the
new program.”
Stage 4: Consequence Concerns
a. Provide these individuals with opportunities to visit other settings where the innovation is in use and to attend conferences on the
topic.
b. Don’t overlook these individuals. Give them positive feedback and needed support.
c. Find opportunities for these persons to share their skills with others.
d. Share with these persons information pertaining to the innovation.
Typical Expressions of Concern: “How is my use affecting kids?”
“I believe the highly capable students are not being challenged by this program. I wonder what I can do about
that?”
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