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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

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 Cbam pld Presentation Transcript

  • Planning strategically for your school’s PLD programme Using a concerns- based adoption model for PLD
  • SHARE Describe the most successful PLD event or opportunity that you’ve experienced?
  • ASK How did it impact on your learning and teaching? What made it successful?
  • 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
  • ASK What do you think are the characteristics of a successful PD programme?
  • 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?
  • ACOT MODEL laggardslate adopters m iddle m ajorityearly adopters innovators
  • RESPONSE TO CHANGE Supportive of change Not supportive of change Not aligned with vision Aligned with vision
  • RESPONSE TO CHANGE Supportive of change Not supportive of change Not aligned with vision Aligned with vision
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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.
  • 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.
  • 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
  • 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.
  • 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
  • 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
  • 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.
  • 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 …
  • 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
  • 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
  • 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?
  • Derek Wenmoth Email: derek@core-ed.org Blog: http://blog.core-ed.org/derek Skype: <dwenmoth>