Cbam outline


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Cbam outline

  1. 1. Using a concerns-based approach to professional development
  2. 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. 3. SOME MODELS TO CONSIDER… • Whole staff/school wide • Syndicates • Mentor teachers • Trickle down • Just-in-time • Reward innovation • Which have you experienced?
  4. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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?
  16. 16. PLANNING INTERVENTIONS Hall, George, & Rutherford, 1986
  17. 17. 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?
  18. 18. Derek Wenmoth Email: Blog: Skype: <dwenmoth>