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: derek@core-ed.org

Blog: http://blog.core-ed.org/derekSkype: <dwenmoth>