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Abstract
Hall and Hord’s (2005) concerns-based adoption model (CBAM) served as the framework to study a districtwide implementation of Rachel’s Challenge in Rockwall, Texas. This article describes CBAM principles and strategies that were used to increase awareness of the change process during the first year of implementing the character education program. In particular, the article presents data collected through CBAM and the analysis that identified and interpreted both the concerns and extent of program adoption by teachers. Finally, the article discusses the ways CBAM provided administrators and campus facilitators with information necessary to develop strategies that would support teachers’ advancement in the program to higher levels of implementation.
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