Using a concerns-based
What do you think are the
characteristics of a successful
• In context
• Over time
SOME MODELS TO CONSIDER…
• Whole staff/school wide
• Mentor teachers
• Trickle down
• Reward innovation
• Which have you experienced?
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
“When you think about [innovation] what
concerns do you have? Please be frank, and
answer in complete sentences.”
Hall & Hord, p. 68
CATERING FOR LEVELS OF CONCERN
• Concerns Based Adoption Model (CBAM)
• 7 levels that cater for the level of concern of
each member of staff
• "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
• "I don't know a great deal but would like to know
• The main emphasis at this stage is providing
• Strategies include: brochures/pamphlets,
tours/visits, starter kits, newsletters.
• "I'm not really sure I can do it. How will this affect me?“
• The main focus at this level is establishing relationships
• Strategies include: one-on-one assistance, functional
relationships with key resource people
• "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.
• "How can I improve my work to increase student
• The main focus of this level is clarifying and evaluating
effective teaching techniques
• Strategies include: seminars, workshops, professional
reading, library resources, internal ‘help’ publications
• "How can I work with others to make a greater
• 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
• I know a better way.“
• Those working at this level are able to
concentrate their efforts on new
• Need to provide background information in
the form of research findings, readings etc.
LEVELS OF CONCERN
Level of concern Expression of concern
6. Refocusing I have some ideas about something that would
5. Collaboration How can I relate what I am doing to what others
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
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
3 KEY AREAS OF FOCUS
• How will this affect me?
• What do I need to know?
• How can I manage it all within my workload?
• What resources will I use?
• How can I ensure I cover everything I need to?
• 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?
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