OTL505 Module 6 Critical Thinking

Adapted from Roussin & Hord (2013) and www.iittl.unt.edu/pt3II/WordFiles/cbam.doc

LoU

Level 0: Nonuse

Behaviors Associated with LoU

I have little or no knowledge of the

change, and I am doing nothing
toward becoming involved.

Possible Interventions
Introduction of Innovation
Schedule staff and parent engagement meetings to
communicate reason for change with supporting data.
Introduce the International Baccalaureate Primary Years
Programs philosophy and curriculum addressing this
student centered change (IBO, 2014).
Initial Goal Setting
Coordinate a series of Professional Learning Communities to
collaboratively decide on benchmark goals specific to the IB
program (DuFour, 2004).

Level 1:
Orientation

I am seeking or acquiring information about the change.

Define elements of the student centered approach with

specific model example of lessons and program of inquiry
academic planners.
Allow for teachers to observe high level usage classrooms
and reflect on the methods they witnessed that support the
collaborative benchmark goals.

Level 2:
Preparation

I am preparing for the first step in implementing the

change.

Professional Development
Enroll in IBO sponsored level I and level II trainings allowing
for time to gather experience applying IB PYP pedagogy and
curriculum within the context of their grade level standards
(IBO, 2014).
Begin developing planners as grade level teams accounting
for the possibility of differing LoU within the team. Allow for

OTL505 Module 6 Critical Thinking

Adapted from Roussin & Hord (2013) and www.iittl.unt.edu/pt3II/WordFiles/cbam.doc

IB site coordinator to guide team through initial planning

Hord & Roussin, 2013).

OTL505 Module 6 Critical Thinking

Adapted from Roussin & Hord (2013) and www.iittl.unt.edu/pt3II/WordFiles/cbam.doc

Level 3:
Mechanical
Use

I focus most effort on the short-term, day-to-day

interaction with the change, with little time for reflection.
My effort is primarily directed toward mastering tasks
required to do the change successfully.

Personal Reflection Time Allowance

Budget in a paid leave planning time with IB coordinator to
reflect on the daily use of multi-disciplinary techniques,
learner profile, key concepts, and trans-disciplinary skills.
Allow for level III professional development in order to move
into an impactful LoU category.
Focus on Assessment
Design an activity to personally assess progress on innovation
based on site benchmark goals.

Level 4 A:
Routine

I feel comfortable with the change. However, I am putting

forth little effort and thought to improve the change plan.

Self-reflect and share with team successful processes in use

in different classrooms at same grade level on site.
Exchange time to observe other IB schools and to share
reflections and techniques in order to improve.

Level 4 B:
Refinement

I vary the way I implement the change to increase the

expected benefits within the classroom. I am working on
different implementation strategies to maximize the
change effect on my students.

Concept-based Learning Focus

Model concept-based learning during a PLC series by
recreating both formative and summative assessment
strategies using the IB curriculum student-based model.
Communicate vertically with other teachers about their
chosen central ideas and refine these to reflect concepts
allowing for student personal engagement and relevance
(Felder & Brent, 2009).

OTL505 Module 6 Critical Thinking

Adapted from Roussin & Hord (2013) and www.iittl.unt.edu/pt3II/WordFiles/cbam.doc

Level 5:
Integration

Level 6:
Renewal

I am combining my own efforts with related activities of

other teachers and colleagues to achieve impact in the
classroom.

I reevaluate the quality of use of the change, seek major

modifications of, or alternatives to, present innovation to
achieve increased impact, examine new developments in
the field, and explore new goals for myself and my school
or district.

Establish Coaching System

Identify key impact teachers and assign them to work closely
with a new to change teacher. Allow for time to reflect and
meet routinely to offer coaching (Aguilar, 2013).
Allow time for similar LoU teachers to share new ideas and
guest teach in another teachers classroom to assess if the
student- centered innovation is transferrable and
sustainable.
Alternative Documentation
Focus on documentation and reflection of alternative
practices through the lens of the original innovation by
collecting growth data.
Establish a new set of benchmark goals reflecting
modifications to the original adoption of the IB student
centered model. Communicate these goals to site as well as
other IB schools to allow for growth at all sites.

**On an additional page, include a Reference List for any sources cited. Strive to use the research you conducted in Module 2.

References

Aguilar, E. (2013) How coaching can impact teachers, principals, and students. Retrieved from
http://www.edutopia.org/blog/coaching-impact-teachers-principals-students-elena-aguilar

OTL505 Module 6 Critical Thinking

Adapted from Roussin & Hord (2013) and www.iittl.unt.edu/pt3II/WordFiles/cbam.doc

DuFour, R. (2004). What is a professional learning community? ASCD. Retrieved from

http://www.ascd.org/publications/educational-leadership/may04/vol61/num08/What-Is-a-Professional-LearningCommunity%C2%A2.aspxl

Felder, R & Brent, R. (2009). Active learning: an introduction. Retrieved from

http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Student-Centered.html
Hord, S. & Roussin, J. (2013). Implementing change through learning. Corwin & Learning Forward
International Baccalaureate Organization, IBO. (2014). Professional development. Retrieved from
http://www.ibo.org/en/professional-development/