Overview
In this part of the session, you will learn how the Concerns-Based Adoption Model (CBAM) can be used to address common concerns about change, personal growth and district professional development needs.

Objectives
The learning objectives associated with this part of the session are:
4. How to use data to meet the instructional needs of all students.
5. How to effectively embed technology into instructional planning.
7. How to apply the North Carolina Professional Teaching Standards in the Social Studies classroom.

Aligned North Carolina Professional Teaching Standards
Standard I - Teachers demonstrate leadership.
Standard V - Teachers reflect on their practice.

Learning Targets
After this part of the session, participants will be able to do the following statements:
  • I can use CBAM to understand and address common concerns about change.
  • I can use CBAM to identify my stage of concern and set goals for personal growth.
  • I can use CBAM to facilitate the change process.




I. What is Your Readiness for Change?


http://www.youtube.com/watch?v=FSIkjNaICsg

II. Concerns-Based Adoption Model (CBAM)
The CONCERNS-BASED ADOPTION MODEL (CBAM) is a well-researched model which describes how people develop as they learn about an innovation and the stages of that process. Actually, the CBAM is a complex, multi-part system, of which the "Stages of Concern", seen below, is only one part.

The Concerns-Based Adoption Model acknowledges that learning brings change, and supporting people in change is critical for learning to "take hold." One model for change in individuals, CBAM, applies to anyone experiencing change, that is, policy makers, teachers, parents, and students (Hall & Hord, 1987; Hord, Rutherford, Huling-Austin, & Hall, 1987; Loucks-Horsley & Stiegelbauer, 1991). The model, and other developmental models of its type, holds that people considering and experiencing change evolve in the kinds of questions they ask and in their use of whatever the change is. In general, early questions are more self-oriented: What is it? and How will it affect me? When these questions are resolved, questions emerge that are more task-oriented: How do I do it? How can I use these materials efficiently? How can I organize myself? and Why is it taking so much time? Finally, when self and task concerns are largely resolved, the individual can focus on impact. Educators ask: Is this change working for students? and Is there something that will work even better? ( Hord, 1987)

As you begin to read and learn more about CBAM and the "Stages of Concern" it will be important to keep in mind three key points:
  1. The lower three stages are focused on oneself, a clue of which might be the use of "I" and "me", as in "I am frustrated".
  2. The middle stage (management) is focused on mastery of tasks to the point they become routines and are easier to do, a clue of which might be the use of "it" or a reference to the activity, not the self. An example that a person is struggling at the management level could be a statement like, "Prioritizing my use of time and the management of paper work is killing me!"
  3. The upper Stages of Concern are focused on the results and impact of the activity, a clue of which might be the use of pronouns which refer to clients, proteges, or participants who receive the benefits of the activity. Examples might include, "The students are really learning better since I started using that strategy." Or, "Customers seem to appreciate the personal attention and are buying more products."

Stages.jpg

III. What Stage Are You?





Consesogram Chart for CBAM .jpg
Using the dots placed on each table, participants will position their individual dot on the consensogram chart in response to the question posed: What is your level of concern with implementing the new Social Studies Essential Standards?

IV. Reflection

penzu.jpg
Click on the Penzu icon above to reflect in your journal.

How can your stage of concern offer a way to understand and address common concerns about the changes and new direction of K-12 Social Studies?


Additional Resources:


For CBAM:

Best Practice Resources. 2003. Barry Sweeny. <http://www.teachermentors.com/CBAM.php>
The history of and the next steps on the CBAM Stages of Concern Model are addressed in this source.

Hord, S. "Taking Charge of Change." The National Academies. Association for Supervision and Curriculum Design. 1987.<http://www.nas.edu/rise/backg4a.htm>
Further clarity about typical behavior indicators during the change process are examined.


For online tools:

Daileez. 2012. Daileez. < http://www.similarsites.com/goto/daileez.com>
This is an icon online diary and journal for smart phones.

Ohlife. 2012. Ohlife. <www.ohlife.com>
This online journal is linked with email.

Polldaddy. 2006. Automattic Production. < www.polldaddy.com>
Easy to use Survey Software.

Quality Tools for the Classroom. 2010. Michael Perich. <http://www.montgomeryschoolsmd.org/info/baldrige/staff/qualitytools.shtm>
Read more about Quality Tools like the consensogram.

SMSPOLL. 2008. SMS Poll. <www.smspoll.net>
Free Text message voting.

Springpad. 2012. Spring Partners. <www.sprinpad.com>
Smart notebooks for the iPhone and iPad

SurkeyMonkey. 1999. SurkeyMonkey. <www.surveymonkey.com>
Free online survey and questionnaire tool.

Text The Mob. 2008. Urban Interactive Studio, LLC. <www.textthemob.com>
Build polls and digital message boards.

Vizu. 2012. Vizu Corp. <www.vizu.com>
Free, Easy, Customizable Polls.

Vorbeo.com. 2009. Vorbeo.com. <www.vorbeo.com>
Get a free poll for your web site.

Disclaimer

Digital tools used during the course of this presentation have been helpful to some educators across the state. However, due to the rapidly changing digital environment, NCDPI does not represent nor endorse that these tools are the exclusive digital tools for the purposes outlined during the presentation.

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