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Prenger, R., Tappel, A. P. M., Poortman, C. L., Schildkamp, K. (2022). How can educational innovations become sustainable? A review of the empirical literature. Frontiers in Education, 7. doi:10.3389/feduc.2022.970715

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Prenger, R., Tappel, A. P. M., Poortman, C. L., Schildkamp, K. (2022). How can educational innovations become sustainable? A review of the empirical literature. Frontiers in Education, 7. doi:10.3389/feduc.2022.970715

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From the “Conclusions and discussion” section, identify at least 2 takeaways you or leaders in your workplace can use to make change efforts more sustainable.

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How can educational innovations become sustainable? A review of the empirical literature

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In literature there is a great variety in the definitions and identified critical features of sustainability of educational innovations. The aim of this review is to provide an overview of the entire range of factors influencing the sustainability and its core aspects. A systematic review was performed in which electronic databases were searched for peer reviewed articles, published between 2002 and 2017. Based on results of 44 publications, the following definition could be constructed: “Sustainability refers to the process of integrating the intervention’s core aspects in organizational routines, which are adaptive to ongoing work, with maintenance or continuation of improved results.” We found four main factors influencing sustainability of educational innovations: school organizational, innovation, individual, and context characteristics. The empirical-based model developed in this review should be validated in practice to create transparency and focus in sustainability research.

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Gura, M. (2018). The edtech advocate’s guide to leading change in schools. ISTE.  [Chapter 6: From Vision to Reality, pp. 69-86]

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Gura, M. (2018). The edtech advocate’s guide to leading change in schools. ISTE.  [Chapter 6: From Vision to Reality, pp. 69-86]

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2 Key Takeaways

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Gura, M. (2018). The edtech advocate’s guide to leading change in schools.  ISTE.  [Chapter 7: Change and Resistance, pp. 76-90]

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Gura, M. (2018). The edtech advocate’s guide to leading change in schools.  ISTE.  [Chapter 7: Change and Resistance, pp. 76-90]

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2 Key Takeaways

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What is the purpose of the CBAM change model?

List and briefly define the 7 CBAM Stages of Concern (SoC).

List and briefly define the 7 CBAM Levels of Use (LoU).

Briefly define the CBAM concept of Innovation Configurations (IC).

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Many education leaders have adopted a new reform or initiative with high hopes, only to see it produce few results. Successfully implementing a new program involves more than providing staff with materials, resources, and training. An often overlooked factor is the human element-the people actually doing the work. Each person will respond to a new program with unique attitudes and beliefs, and each person will use a new program differently.

The Concerns-Based Adoption Model (CBAM) is a conceptual framework that provides tools and techniques for facilitating and assessing the implementation of new innovations or reform initiatives. The underlying premise of CBAM is implementing a new initiative requires more than the provision of materials, resources, and training; it requires the understanding that each person involved will respond to the new initiative with unique attitudes and beliefs. Moreover, each person will use a new program differently.

The three diagnostic dimensions of CBAM provide tools and techniques that enable leaders to gauge staff concerns and program use in order to give each person the necessary supports to ensure success.

The Three Diagnostic Dimensions

The effective implementation of a new program is a highly personal developmental process. The diagnostic dimensions of CBAM are three components for assessing and guiding this process:

Innovation Configurations: An Innovation Configuration Map provides a clear picture of what constitutes high-quality implementation. It serves as an exemplar to guide and focus staff efforts.

Stages of Concern: The Stages of Concern process, which includes a questionnaire, interview, and open-ended statements, enables leaders to identify staff members' attitudes and beliefs toward a new program or initiative. With this knowledge, leaders can take actions to address individuals' specific concerns.

Levels of Use: The Levels of Use interview tool helps determine how well staff, both individually and collectively, are using a program. Levels range from nonuse to advanced use. When combined with the Innovation Configuration and first-hand observations, this information can help staff effectively implement a new program.

Used at regular intervals, these components help pinpoint the issues that staff are having as they strive to master a new program. Leaders can then problem solve how best to help staff members achieve high-quality program implementation. Change often requires not only gaining new skills, but shifting one's attitudes and beliefs. As individual comfort level and competence with a program increases, staff can move beyond their personal concerns to focus on the desired outcomes, such as increasing student achievement.

Use and Application

How can the data be used?

The CBAM diagnostic dimensons provide evidence of the current extent and quality of implementation that leaders can use to drive decisions and actions. For example, the Stages of Concern Questionnaire may indicate that teachers are worried about how much preparation time a new math curriculum requires. With this knowledge, school leaders can provide support targeting that specific concern. They may, for instance, temporarily provide teachers with more planning time by excusing them from some duties.

Can the CBAM diagnostic dimensions be used separately as well as together?

Yes. Depending on their specific goals and situation, leaders may want to use only one or two of the these tools. However, using various combinations of the three will provide a clearer picture of how well implementation of a program or initiative is progressing.

What type of support does AIR provide for CBAM?

AIR offers a range of support for CBAM. We sell publications that describe the CBAM framework and components in depth, providing a solid foundation. Other support includes training classes, available both face-to-face and online. We also offer on-site support tailored to an organization's specific program and context. In such cases, AIR consultants work with district and school leaders to develop and deliver customized technical assistance and training. Our consultants can also assist in determining the best ways to apply CBAM data in the district or school.

Research Base

The Concerns-Based Adoption Model was developed in the 1970s and 1980s by a team of researchers at the Research and Development Center for Teacher Education at the University of Texas at Austin. Since its development, researchers have tested CBAM for reliability and validity; in 2006, it was updated to ensure its accuracy. Today, CBAM continues to be applied in a range of school, organizational, and research settings. The tools are commonly used to help leaders, evaluators, and researchers understand, monitor, and guide the complex process of implementing new and innovative practices.

Products and Professional Development for CBAM

Printable PDF version of this page for printing

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CBAM is a conceptual framework that provides tools and techniques for facilitating and assessing the implementation of new innovations or reform initiatives. The underlying premise of CBAM is implementing a new initiative requires more than the provision of materials, resources, and training; it requires the understanding that each person involved will respond to the new initiative with unique attitudes and beliefs.

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Ertmer, P.A., & Ottenbreit-Leftwich, A.T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), pp. 255-284.

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Ertmer, P.A., & Ottenbreit-Leftwich, A.T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), pp. 255-284.

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From the Implications section of this article (pp. 272-278), how can teachers’ self-efficacy be developed?

From the Implications section of this article (pp. 272-278), why is it challenging to change or influence teachers’ pedagogical beliefs?

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Kotter, J. P. (2012). Accelerate! Harvard Business Review, 90(11), 44.

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Kotter, J. P. (2012). Accelerate! Harvard Business Review, 90(11), 44.

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In your own words, what do you think Kotter (2012) means by the term “strategy network”?

List the “Eight Accelerators”...“that enable the strategy network to function” (Kotter, 2012, p. 51) (you can write them word-for-word or paraphrase…whichever you prefer)?

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Rogers, E. M. (1995). Diffusion of innovations (4th ed.). The Free Press. [Chapter 1: Elements of Diffusion, pp. 30-37] 

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Rogers, E. M. (1995). Diffusion of innovations (4th ed.). The Free Press. [Chapter 1: Elements of Diffusion, pp. 30-37] 

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In your own words, briefly define consequences, in terms of Roger’s change model.

Question: Why is it important to consider the consequences of the innovations we introduce?

In one sentence, summarize the Diffusion of Hybrid Corn in Iowa case.

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Fullan, M., Cuttress, C., & Kilcher, A. (2005). Eight forces for leaders of change. National Staff Development Council, 26(4), 54-64.

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Fullan, M., Cuttress, C., & Kilcher, A. (2005). Eight forces for leaders of change. National Staff Development Council, 26(4), 54-64.

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List the “Eight Forces” of change (Fullan et al., 2005) (you can write them word-for-word or paraphrase…whichever you prefer)?

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Fullan, M. (2015, February 5). Topic Series 5: Sustainability. YouTube. https://youtu.be/qNxMX72s45Y?t=23

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Fullan, M. (2015, February 5). Topic Series 5: Sustainability. YouTube. https://youtu.be/qNxMX72s45Y?t=23

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From the video, identify at least 1 takeaway you or leaders in your workplace can use to make change efforts more sustainable.

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Boninger, F., Molnar, A., & Barbour, M. K. (2020, September 24). Issues to consider before adopting a digital platform or learning program.  

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Boninger, F., Molnar, A., & Barbour, M. K. (2020, September 24). Issues to consider before adopting a digital platform or learning program.  

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From the “Privacy and Data Security” section of Boninger et al. (2020), provide two examples of the risks we may subject students to when introducing new technologies.

From the “Privacy and Data Security” section of Boninger et al. (2020), list at least two things that leaders can do to safeguard student’s privacy.