Cbam pld


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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

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Cbam pld

  1. 1. Planning strategically for your school’s PLD programme Using a concerns- based adoption model for PLD
  2. 2. SHARE Describe the most successful PLD event or opportunity that you’ve experienced?
  3. 3. ASK How did it impact on your learning and teaching? What made it successful?
  4. 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. 5. ASK What do you think are the characteristics of a successful PD programme?
  6. 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. 7. ACOT MODEL laggardslate adopters m iddle m ajorityearly adopters innovators
  8. 8. RESPONSE TO CHANGE Supportive of change Not supportive of change Not aligned with vision Aligned with vision
  9. 9. RESPONSE TO CHANGE Supportive of change Not supportive of change Not aligned with vision Aligned with vision
  10. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 26. Derek Wenmoth Email: Blog: Skype: <dwenmoth>