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Implementing Change Through Learning

Concerns-Based Concepts, Tools, and Strategies for Guiding Change

By: Shirley Moos Hord, James Lloyd Roussin

This definitive guide presents a complete, field-tested program that empowers teachers as partners with their administrators in managing educational reform. Includes supporting materials for change leaders and facilitators.

Product Details
  • Grade Level: PreK-12
  • ISBN: 9781452234120
  • Published By: Corwin
  • Year: 2013
  • Page Count: 168
  • Publication date: April 02, 2013

Price: $39.95

Price: $39.95
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Lead successful, lasting reform in your school or district!

There’s no doubt about it: real educational reform happens one school at a time, one classroom at a time. No matter what change your school or district is facing, this definitive book shows how to involve teachers and staff as partners, every step of the way.

Shirley Hord and Gene Hall are highly acclaimed experts on K–12 change management with their Concerns-Based Adoption Model (CBAM), a rigorously field-tested approach that has benefitted schools and districts for more than two decades. Now this respected team, joined by co-author James Roussin, shares their hands-on techniques with you in this practical guide. This complete change management program enables you to

  • Understand, predict, and address educator concerns and reactions that may arise during the change process
  • Use a series of powerful Learning Map activities to guide and support individuals and teams to navigate their own change efforts successfully
  • Promote collaboration and learning throughout a change initiative, transforming skeptics into supporters
  • Experience the CBAM model in action through a running case study

Implementing Change Through Learning offers realistic, people-centered strategies that help you develop trust and credibility with all teachers and staff involved, setting a foundation for reform that lasts.

Key features

(1) Based on a highly-regarded, empirically-validated approach to implementing change: the Concerns-Based Adoption Model (CBAM).

(2) Guides educators through the implementation process by harnessing the power of the three essential CBAM tools: Innovation Configurations, Stages of Concern, and Levels of Use.

(3) Supports the effective implementation of virtually any educational initiative.

(4) Includes an array of Learning Maps -- a series of powerful activities with accompanying tools designed to guide change leaders through in their learning of how to bring about successful and sustainable change.

(5) Incorporates a running narrative (a composite case of a school district and its staff members engaging in a change process) as they employ the essential principles and tools of CBAM.


Shirley Moos Hord photo

Shirley Moos Hord

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 Lloyd Roussin photo

James Lloyd Roussin

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:

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. J

Jim’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).
Table of Contents

Table of Contents

Foreword by Gene E. Hall

Preface: What You Will Find in This Book


About the Authors

1. Introduction

     Six Beliefs About Change

     Critical Understandings

     An Informal Introduction

     EveryWhere School District

2. Six Strategies: Moving From Adoption to Full Implementation

     EveryWhere Begins the Implementation Journey

     Learning Map 2.1: Explaining Six Research-Based Strategies for Change

     Learning Map 2.2: Planning Strategies for a Change Effort

     Learning Map 2.3: Reviewing the Literature on Structural and Relational Conditions for Change

     Learning Map 2.4: Assessing Change Readiness

3. Innovation Configurations: Creating a Vision of the Change

     EveryWhere Begins Creating A Vision of Its Changes

     Learning Map 3.1: Articulating the Need for Precision About the Change

     Learning Map 3.2: Identifying Structures of an Innovation Configuration Map

     Learning Map 3.3: Creating an IC Map With Guided Practice

     Learning Map 3.4: Developing an IC Map Independently

     Learning Map 3.5: Reviewing and Revising the Map

     Learning Map 3.6: Field-Testing and Revising the Map

     Learning Map 3.7: Sharing the Map With Implementers

     Learning Map 3.8: Using an IC Map for Developing an Implementation Plan

4. Stages of Concern: Understanding Individuals

     EveryWhere Considers the Compelling Case for Concerns

     Learning Map 4.1: Considering the Compelling Case for Concerns

     Learning Map 4.2: Generating Responses to Concerns

     Learning Map 4.3: Collecting Concerns Data

5. Levels of Use: Using Innovations

     EveryWhere Meets Levels of Use

     Learning Map 5.1: Articulating Behaviors Associated With the Use of Innovations

     Learning Map 5.2: Identifying the Level of Use of Individuals

     Learning Map 5.3: Collecting Levels-of-Use Data

EveryWhere's Journey Comes to an End, or Does It?

     Implementing Change Through Learning

Finale by Gene E. Hall


Additional Resources for the Concerns-Based Adoption Model




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