Cbam outline
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The document discusses using a concerns-based approach to professional development (PD) programming by identifying teachers' levels of concern about an innovation through open-ended questions and feedback, and then designing PD interventions focused on self, task, and impact that match the varying levels of concern, from raising awareness to collaboration and refinement of the innovation. Key aspects of the approach include the Concerns Based Adoption Model and focusing PD at each of the model's 7 levels of concern.
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Cbam outline
- 1. Using a concerns-based approach to professional development
- 2. ASK What do you think are the characteristics of a successful PD programme? • Relevant • Sustained • In-depth • Personalised • Authentic • Applied • In context • Engaging • Over time
- 3. SOME MODELS TO CONSIDER… • Whole staff/school wide • Syndicates • Mentor teachers • Trickle down • Just-in-time • Reward innovation • Which have you experienced?
- 4. 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
- 5. 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
- 6. 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
- 7. 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.
- 8. 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.
- 9. 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
- 10. 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.
- 11. 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
- 12. 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
- 13. 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.
- 14. LEVELS OF CONCERN 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. 3 KEY AREAS OF FOCUS • Self • How will this affect me? • What do I need to know? • Task • How can I manage it all within my workload? • What resources will I use? • How can I ensure I cover everything I need to? • Impact • How do I know it’s making a difference? • Who can I work with to develop shared understandings of this work? • What happens if I can think of a different or better way?
- 17. PLANNING INTERVENTIONS Hall, George, & Rutherford, 1986
- 18. Talking Points Think about planning a professional development workshop in your organisation. . . • How were the participants’ concerns identified? • How did the PD programme match the concerns of the individuals?
- 19. Derek Wenmoth Email: derek@core-ed.org Blog: http://blog.core-ed.org/derek Skype: <dwenmoth>
Editor's Notes
- Thanks