cbam pld

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?

UNDERSTAND YOUR 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

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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>