Using a concerns-based approach to
professional development
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
SOME MODELS TO CONSIDER…
• Whole staff/school wide• Syndicates• Mentor teachers• Trickle down• Just-in-time• 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
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
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
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.
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
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?
PLANNING INTERVENTIONS
Hall, George, & Rutherford, 1986
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?
Derek WenmothEmail: [email protected]
Blog: http://blog.core-ed.org/derekSkype: <dwenmoth>