A DESCRIPTIVE CASE STUDY OF THE PERCEPTIONS AND

A DESCRIPTIVE CASE STUDY OF THE PERCEPTIONS AND USE OF THE ADVENTIST EDGE Pamela C. Forbes June 27, 2011

Overview of Study 1. Statement of problem/purpose 2. Research questions 3. Literature review 4. Methodology used 5. Findings and conclusions

Statement of Problem: . Adventist EDGE Confusion Hord, S. (1986)

Statement of Purpose To develop two innovation configurations (operational definitions): 1. For the Adventist EDGE teacher 2. For the Adventist EDGE school

Research Questions 1. What elements must be present in an Adventist EDGE classroom/school? 2. What are the core components of the Adventist EDGE teacher/school? 3. Within each component, what is the continuum of behaviors from ideal to unacceptable?

Literature Review Change Theory for systems and individuals: 1. Concerns-Based Adoption Model (CBAM) (Hall, Hord, et al, 2006). a) Stages of Concern b) Levels of Use c) Innovation Configurations 2. 4 MAT Model 3. Study Groups Murphy, 2007). (Mc. Carthy, 2000). (Joyce & Showers, 2002; Henriquez-Roark, 1995;

CBAM – A Model for Change 1. 2. 3. 4. 5. 6. A process and not an event Accomplished by individuals Personal experience Developmental growth Understood in operational terms (what the initiative means and what effect it will have on an individual. ) Individuals, innovations, and context. (Hall, Hord, et al, 2006).

4 MAT Model (Mc. Carthy) 1. 2. 3. 4. 5. Natural cycle of learning (Kolb) All learning styles Learner receives and remembers information Transforms from a receiver to a producer of knowledge Teacher: Motivator to Instructor then Coach to Evaluator (Mc. Carthy, 2000)

4 MAT Model • Quadrants 1 and 2 (back cortex) receiving and remembering information. A Cycle of Learning • Quadrants 3 and 4 (front cortex) transforms the learner into a producer of knowledge • Quadrants 1 and 4 develop leadership skills • Quadrants 2 and 3 increase management abilities. (Mc. Carthy, 2000).

Study Groups (Joyce & Showers) Critical for teacher transfer of: Workshop training. (In-service) 2. Workplace training. (Classroom) 1. Henriquez-Roark, 1995

Study Groups (Joyce & Showers) 1. 2. Ongoing workshop support Components – a) b) c) d) e) Discussion Demonstrations Practice Feedback Coaching Henriquez-Roark, 1995

Study Groups (Joyce & Showers) 1. Workplace Training Components. a) b) c) d) e) Reporting Practice Coaching & Feedback Assignments for workplace Accountability for implementation Henriquez-Roark, 1995

Whole-Faculty Study Groups (Murphy) Entire school/system implements an innovation: 1. at the same time 2. at the same level 3. for the same purpose (Murphy, 2007)

Methodology Used Qualitative – �Case Study Innovation Configuration – a description of components with the variations of an innovation in action. Eisner, E. W. (1998); Merriam, S. B. (1998); Hord, S. M. , Stiegelbauer, S. M. , Gene E, H. , & George, A. A. (2006)

Reasons for IC Study 1. 2. 3. 4. 5. Collaborative process Components and variations Change through a process Clarity and implementation Complements the 4 MAT and Study Group models

Innovation Configuration Gives a big picture view of an initiative.

Steps to Construct the IC. Handout A Adapted from (Shirley M. Hord, et al. , 2006)

ADVENTIST EDGE Findings and Conclusions Teacher IC Checklist: Six components with variations 1. 2. 3. 4. 5. 6. INTEGRATION OF FAITH AND LEARNING DETERMINING THE LEARNERS’ INSTRUCTIONAL NEEDS DELIVERING INSTRUCTION PLANNING CURRICULUM THE LEARNING ENVIRONMENT EXHIBITING PROFESSIONALISM

ADVENTIST EDGE Findings and Conclusions Teacher IC Checklist: Example: (Handout B)

ADVENTIST EDGE Findings and Conclusions Some Teacher IC Checklist uses: 1. Describing the teacher initiative 2. Gathering data to diagnose emerging needs for professional development 3. Guiding in self-assessment 4. Identifying content for teacher training 5. Identifying content for teacher mentoring

ADVENTIST EDGE Findings and Conclusions School IC Checklist- Five components with variations 1. GOD-CENTERED: INTEGRATION OF FAITH AND COMMUNITY 2. RESULTS ORIENTED: INFORMED DECISION-MAKING 3. ENVIRONMENT THAT NURTURES: INVITATIONAL 4. ALIGNED WITH STANDARDS: INSTRUCTION 5. TEAM EFFORT: COLLABORATIVE AND SUPPORTIVE COMMUNITY

ADVENTIST EDGE Findings and Conclusions School IC Checklist. Five components with variations Example: (Handout C) >

ADVENTIST EDGE Findings and Conclusions Some School IC Checklist uses: 1. Describe the EDGE school initiative 2. To develop a rubric evaluating EDGE Schools 3. For recognizing EDGE Schools. 4. To provide a platform for moving towards EDGE schools. 5. For an assessment tool formative and summative program evaluation.

ADVENTIST EDGE Findings and Conclusions http: //www. houzz. com/photos/58880/Between-Naps-on-the-Porch-traditional-landscape-other-metros

References Eisner, E. W. (1998). The enlightened eye: Qualitative inquiry and the enhancement of educational practice. Upper Saddle River, NJ: Prentice Hall, G. E. , Dirksen, D. J. , George, A. A. , & Abdullah, S. (2006). Measuring implementation in schools: Levels of use. Austin, TX: SEDL Henriquez-Roark, R. (1995). A descriptive case study of teacher study groups and teachers' perceptions of the impact of study groups on professional growth. Andrews University, Berrien Springs, MI. Henriquez-Roark, R. , & Green, W. H. (1996). The missing piece of the staff development puzzel. Adventist Education. Hord, S. (1986). A manual for using innovation configurations to access teacher development programs. Austin, TX: Southwest Educational Development Laboratory. Hord, S. M. , Rutherford, W. L. , Huling, L. , & Hall, G. E. (2006). Taking charge of change. Austin: Southwest Educational Development Laboratory. Hord, S. M. , Stiegelbauer, S. M. , Gene E, H. , & George, A. A. (2006). Measuring implementation in schools: Innovation configurations. Austin: Southwest Educational Development Laboratory. Joyce, B. R. , & Showers, B. (2002). Student achievement through staff development (3 rd ed. ). Alexandria, VA: : Association for Supervision and Curriculum Development. Lick, D. W. , & Murphy, C. U. (2007). The whole-faculty study groups fieldbook: Lessons learned and best practices from classrooms, districts, and schools Thousand Oaks, CA: Corwin Press. Mc. Carthy, B. (1982, october 1982). Improving staff development through CBAM and 4 MAT. Educational Leadership. Mc. Carthy, B. (1996). The 4 MAT course book volume II Barrington, IL: Excel. Mc. Carthy, B. (2000). About teaching 4 MAT in the classroom. Wauconda: About Learning. Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco: Jossey-Bass. Murphy, C. (1995, 2007). Whole-faculty study groups. http: //www. murphyswfsg. org/index. htm Retrieved April, 2011, from