“A major reason that widespread change often occurs only modestly across a school is that the implementers, change facilitators, and policymakers do not fully understand what the change is or what it will look like when it is implemented in the envisioned way.”
Applying the research of Hall & Hord, change science, and a data-centric collaborative inquiry process a grant facilitation team enhanced the interest and involvement of education stakeholders by developing Innovation Configuration maps on three research-based innovations to fully understand what the change to the teacher preparation program is and what it will look like when it’s implemented in the envisioned way. This presentation describes how the grant facilitators became knowledge-brokers and created a network of IC map use which contributed to a knowledge-based decision-making process of program renewal. This evaluation process informed the institutional change needed to prepare educators to teach culturally and linguistically diverse learners.