Introduction to the use of the Concerns Based Adoption Model as a framework for planning strategically for professional learning and development programmes in your school

1. Planning strategically for your school’s PLD programme
Using a concerns-
based adoption
model for PLD

2. SHARE
Describe the most
successful PLD event or
opportunity that you’ve
experienced?

3. ASK
How did it impact on
your learning and
teaching?
What made it
successful?

4. SOME MODELS TO CONSIDER…
• Which have you experienced?
APPROACH + -
Whole staff/school wide
Syndicate approaches
Mentor teachers
Professional inquiry
Just-in-time approaches
Rewarding innovation

5. ASK
What do you think are
the characteristics of a
successful PD
programme?

6. UNDERSTANDYOUR STAFF
• Who are your leaders?
• Who are your technical ‘experts’?
• Who are your ‘theorists’ and thinkers?
• Who are your risk-takers?
• Who are your best practitioners?
• How do you decide?
• What evidence do you have?

7. ACOT MODEL
laggardslate
adopters
m
iddle
m
ajorityearly
adopters
innovators

8. RESPONSE TO CHANGE
Supportive of change
Not supportive of change
Not aligned with
vision
Aligned with
vision

9. RESPONSE TO CHANGE
Supportive of change
Not supportive of change
Not aligned with
vision
Aligned with
vision

10. RESPONSE TO CHANGE
Supportive of change
Not supportive of change
Not aligned with
vision
Aligned with
vision
Moving ahead
together – goals
achieved, innovation
evident
“Rogue” staff –
enthusiasts who are
difficult to harness
Reluctance, silent
resisters, grumblers,
lacking confidence
Vocal opposition,
resisters,
underminers

11. PROFESSIONAL LEARNING AND DEVELOPMENT
• Is about change
• Takes time
• Needs to be in-depth
• Should be relevant, in context
• Is done with you, not to you

12. DEFINITION OF CONCERN
“The composite representation of the feelings, pre-
occupation, thought, and consideration given to a
particular issue or task is called concern.”
Hall & Hord, p. 61

13. CATERING FOR LEVELS OF CONCERN
• Concerns Based Adoption Model (CBAM)
• 7 levels that cater for the level of concern of
each member of staff
• Awareness
• Informational
• Personal
• Management
• Consequences
• Collaboration
• Refocusing

14. CBAM
Level of concern Expression of concern
6. Refocusing I have some ideas about something that would
work better
5. Collaboration How can I relate what I am doing to what others
are doing?
4. Consequence How is my use affecting learners? How can I
refine it to have more impact?
3. Management I seem to be spending all my time getting
materials ready
2. Personal How will using it affect me?
1. Informational I would like to know more about it
0. Awareness I am not concerned about it

15. AWARENESS
• "I don't know anything about ICT and am not interested“
• The main focus for staff development at this level of
concern is raising awareness.
• Strategies include: displays, notice-boards, orientation
programmes, presentations.

16. INFORMATIONAL
• "I don't know a great deal but would like to know
more".
• The main emphasis at this stage is providing
information
• Strategies include: brochures/pamphlets, tours/
visits, starter kits, newsletters.

17. PERSONAL
• "I'm not really sure I can do it.How will this affect me?“
• The main focus at this level is establishing relationships
and support.
• Strategies include: one-on-one assistance, functional
relationships with key resource people

18. MANAGEMENT
• "getting organised takes all my time".
• The main focus at this level is demonstrating
procedures
• Strategies include: procedures for accessing software,
hardware, peripherals, technical help etc. Also,
templates, shared files/clipart, policies.

19. CONSEQUENCES
• "How can I improve my work to increase student
performance?“
• The main focus of this level is clarifying and evaluating
effective teaching techniques
• Strategies include: seminars, workshops, professional
reading, library resources, internal ‘help’ publications

20. COLLABORATION
• "How can I work with others to make a greater
impact?
• The main focus of this level is disseminating ideas
and working with others
• Strategies include: peer networks (buddies),
seminars, conference presentations, contributions
to staff meetings & newsletters

21. REFOCUSING
• I know a better way.“
• Those working at this level are able to
concentrate their efforts on new
developments.
• Need to provide background information in
the form of research findings, readings etc.

22. ONE-LEGGED INTERVIEW
• Begin with open-ended questions
• How is it going?
• What are you doing with (innovation)?
• How do you feel about the “innovation”?
• Probe to clarify understanding
• Tell me what you mean by …
• Give me an example of …

23. OPEN-ENDED STATEMENT
“When you think about [innovation] what
concerns do you have? Please be frank, and
answer in complete sentences.”
Hall & Hord, p. 68

24. INTERVENTIONS
Refocusing
n Respect and encourage teacher interests
n Channel their ideas and energies; act on their
concerns.
Collaboration
n Provide opportunities to develop skills needed to
work collaboratively
n Rearrange schedules so people can collaborate
Consequence n Provide positive feedback and needed support
n Provide opportunities for teachers to share
knowledge and skills
Management n Answer specific “how to” questions
n Avoid considering future impact at this time
Personal n Address potential personal concerns directly
n Implement changes progressively over time
Informational n Provide clear and accurate information
n Relate changes to current practices
Awareness n Involve teachers in discussion and decisions
n Give permission not to know
Hall, George, & Rutherford, 1986

25. Talking Points
Think about planning a professional development
workshop in your school. . .
• How were the teachers’ concerns identified?
• How did the workshop match the concerns of the
individuals?

26. Derek Wenmoth
Email: derek@core-ed.org
Blog: http://blog.core-ed.org/derek
Skype: <dwenmoth>