1. Using a concerns-based
approach to
professional
development

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. SOME MODELS TO CONSIDER…
• Whole staff/school wide
• Syndicates
• Mentor teachers
• Trickle down
• Just-in-time
• Reward innovation
• Which have you experienced?

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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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?

17. PLANNING INTERVENTIONS
Hall, George, & Rutherford, 1986

18. 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?

19. Derek Wenmoth
Email: derek@core-ed.org
Blog: http://blog.core-ed.org/derek
Skype: <dwenmoth>