The Tuckman Model of Change

The Tuckman Model identifies a four-phase progression of change. When put into a PowerTeaching context, these phases—forming, storming, norming, and performing—help explain the reactions of your students through the process of adopting, implementing, and refining the PowerTeaching process.

The Tuckman Model

Forming

Forming is the earliest phase of change. Typically at this phase, training sessions are conducted, materials are ordered, and classrooms are prepared. There is a general feeling of excitement regarding the possibilities that PowerTeaching may bring to the school. In the classroom, students share in the excitement as they begin to work together as a team.

This stage—characteristic of a brand-new PowerTeaching classroom—is similar to a child who has received a bicycle as a gift and is excited about learning how to ride.

Team discussion: What classroom-based activities support students understanding and use of the PowerTeaching process?

Storming

Storming usually begins during the initial implementation of PowerTeaching. At this point, teachers are using PowerTeaching techniques for the first time and are struggling to master the mechanics of the program. They frequently refer to the manuals as they teach, and they often experience difficulty with the pacing of the lessons.

Many teachers are initially uncomfortable and doubt their abilities to implement the PowerTeaching framework well, so it is common for them to express concerns. Typically during this stage, many innovations or change initiatives are abandoned or ignored. Therefore, administrative support is critical. Using the bicycle analogy, this is the phase where the child is learning to ride; falling is common, and the level of frustration is high, but proper support can help build trust and confidence.

Team discussion: What are some characteristics of a storming team? Why do teams go through this storming stage?

Norming

Norming is the intermediate phase of the change process. Routines are being established. Teachers are more comfortable with both the framework and cooperative learning, and they rely less on the manuals for support. A certain rhythm evolves, and pacing is no longer an issue. At this phase, a child who is learning to ride a bicycle is able to ride without support but does so in a safe setting.

Team discussion: What does PowerTeaching look/sound like when teams are at the norming stage?

Performing

Performing focuses on the results, or outcomes, of the implementation. At this stage, teachers are confident, able to adjust their teaching for maximum impact with students without compromising the integrity of the program. They place less emphasis on “doing the right thing” and more on achieving the desired results. At this phase of learning to ride a bicycle, a child has become independent—able to ride in a variety of settings and for a variety of purposes.

Team discussion: What is the teacher’s role in support teams who are at the performing level?