Scott L.

Spence

CBAM &
Professional
Development

Page 1

Concerns Based Adoption Model and Staff Development

What is true with all of the change models is just as true when dealing with staff development; the
change agent must make themselves aware of possible concerns. These concerns can be found in the
Concerns Based Adoption Model, or CBAM. The stages, numbered 0-6, range from lack of awareness to
the individual staff member’s ability to give their input and act on their concerns. The goal for staff
development must be to move from the awareness phase past the resistance, which is sure to be
encountered, to a long term commitment from teachers and other support staff.
In stage 0, Awareness, staff members-while probably aware that change needs to occur- are
typically not even mindful of the type of change the innovator has in mind. When a new system is rolled
out the staff needs to have some involvement in deciding its course. When given a voice in this process
they will be able to take some ownership right from the beginning, feel more empowered and feel part of
the program rather than having a mandate thrust upon them. Many teachers become uncomfortable
when faced with the unknown or when they find themselves with a lack of knowledge. It is the role of
the facilitator to let them know this is perfectly normal; that this is part of the process and they will have
support along the way.
The next stage, 1 Informational, begins to alleviate the stress of not knowing by providing staff
with information on how the new plan will work and the data, or proof that it will succeed. Generally in
staff development this is begins with someone who has attained masterful knowledge in a lecture type
setting. This person will provide their audience with facts as to how it works and how the
implementation typically looks. This is followed by proof of positive results.
The next logical stage is 2 Personal, or very simply answering the question, “How will this affect
me?” This is the point when the implementer must begin probing for what types of resistance they will
meet and from whom. A good Idea would be to meet with staff on a grade level, department level, or
ideally on an individual basis depending on the school setting and availability of time. Staff will feel this
atmosphere less threatening and more apt to voice individual concerns about where they fit in, how to
apply new ideas to their content/curriculum and ask questions they still have without feeling like they are
wasting the time of those who appear to be more advanced.
If these steps have been properly followed the staff should now at least be willing to attempt the
change if not one hundred percent on board with it. Management, or stage 3, is the concern that comes
into play at this point. The teachers will undoubtedly have anxieties as to how to begin implementing
while continuing to manage all the other day to day responsibilities of their classroom. The facilitator, or
possibly a group of “advanced” users, needs to be prepared to answer and create solutions to any “how
 Scott L. Spence

CBAM &
Professional
Development

Page 2

to” questions that will arise. Staff members will be more comfortable knowing that change takes time, that
no one expects immediate perfection, and mistakes are part of the process.
Once minds have been put at ease as far as management is concerned the next worry will be about
the students, more specifically the Consequences for the students. This is Stage 4. This is a good time to
reconnect the implementers with the purpose, need, and proven results of the change. Teachers do not
want to feel as though they are doing their students a disservice by using them as guniea pigs. They must
continue to recognize the goal of long term success, even if it means taking a step or two back at first.
Collaboration, Stage 5, will cause some anxiety and will be essential to the overall success of the
change program. Depending on the school setting and subject, teachers are going to want to know how
best to shape what they are trying to create to fit around what is happening in their colleague’s
classrooms. Daily schedules should be in place to create common planning periods for teachers by grade
levels and/or disciplines. This will allow for discussions within the school day on what is working and what
is not. Additionally, they can begin to build upon the lessons in other classrooms.
Finally staff should be ready for Stage 6, Refocusing, or personalization. Teachers will now be ready
to reincorporate some of their favorite strategies back into their everyday routine. They will near mastery
of use and begin to express ideas on how to make the process even better. The change agent needs to
encourage this rather than feel threatened by it.

Applying CBAM to Staff Technology Development

Stage 0 Awareness

Teachers are obviously aware that technology exists. Preventing the rubber from hitting the road
and gaining traction is the lack of knowledge of what technologies to use and how to use them.

Stage 1 Informational

Implementation of technological change needs to inform teachers of best practices of use and
specifically the tools available to do so.
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CBAM &
Professional
Development

Page 3

Stage 2 Personal

The concerns over personal use will deviate as much as the teachers’ individual background
knowledge and confidence of use does. Pre-service teachers will have a greater understanding because
their education involved a greater deal of technological requirements, plus they have generally lived in a
world where everyday computer usage is commonplace. The other end of this spectrum is the
traditional teacher who is extremely reluctant to alter their styles and therefore will be the most
reluctant to change.

Stage 3 Management

Teachers will require extensive hands on professional development. This begins with altering a
single lesson to incorporate appropriate use of technology, then moving on to an entire unit complete
with assessments. The facilitator needs to supply staff with the tools and support to achieve and the
time to become comfortable with use.

Stage 4 Consequence

In most cases teachers are already using some form of technology in their classroom so worst
case scenario students at times are only using basic computer skills but this is not a step backward
merely the continuing of the status quo. In these cases improvement is really the only other outcome as
teachers build self confidence in use and integrate higher level technological methods into their practice.
Those who are not currently using technology will begin at minimum introducing students to
rudimentary computer skills as they build toward the same technological mastery as their counterparts.

Stage 5 Collaboration

More sophisticated users will assume leadership roles as they guide their colleagues and build
upon what is in place in other classrooms. The convenience of checking with a neighbor to get a
problem solved will enhance implementation. The novice teacher in turn assists the confident users by
presenting questions that they may be able to answer, possibly never conceived.
 Scott L. Spence

CBAM &
Professional
Development

Page 4

Stage 6 Refocusing

Once all staff nears or reaches a mastery level they can begin to create a curriculum, based in
technology use, but one more personalized to their teaching style and beliefs.

Conclusion

The metaphor, “Putting out fires,” has in the best of times applied strictly to instances when
nothing has been accomplished; no progress made. It refers to time wasted to keep stable the status quo.
Applying the Concerns Based Adoption Model to Staff Development, regardless of technology
involvement, can also be described as putting out fires. However, when change is strategic with CBAM in
mind the “extinguishing” of problems becomes a planned for and proactive process. It is the norm for
teachers to skeptical of change and to worry how it will fit into their day and affect their students.
Nevertheless, the powers-that-be too often ignore this fact and attempt to force change on teachers with
mandates dictated down from upon high. If the desired results of change and staff development are to be
reached the designer of the implementation plan must be cognizant of the concerns that will arise and
construct the plan to assuage them. Otherwise they may just burn down the house.
 Scott L. Spence

CBAM &
Professional
Development

Page 5

References

Ellsworth, J. B. (2000). Surviving change: A survey of educational change models. Syracuse, NY: ERIC
Clearinghouse on Information & Technology.

School Administrators of Iowa (2003). Guidelines For Helping Teachers to Change. In The Survival Guide
for Iowa School Administrators. Retrieved March 3, 2011, from http://resources.sai-iowa.org/change/
index.html

Harris, Alma (2003). Behind the Classroom Door: The Challenge of Organisational and Pedagogical
Change. The Journal of Educational Change. Pp. 369-382.

Ertmer, Pegg A. & Ottenbreit-Leftwich, Anne T. (2010) Teacher Technology Change: How Knowledge,
Confiodence, Beliefs, and Culture Intersect. Journal of Research on Technology in Education. Vol. 42, No
3, pp. 255-284.