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Concerns-Based Adoption Model Tom Gebbie

The Concerns-Based Adoption Model (CBAM) describes the various stages that people go through when
involved in a change process (Hord, Rutherford, Huling-Austin, & Hall, 2006).

The model is built around the idea that as people experience change, the types of concerns they have
evolve. This model can be applied to beginning or veteran teachers and will help support teachers
through the various stages.

Stage of Concern Expression of Concern Teachers


0. Unconcerned I am not concerned about it. Veteran
My plans for supporting these teachers: What questions can I ask? What activities might be useful
for these teachers?
 Questions
o What is the biggest deficiency your students have?
o What is the least engaging part of your day?
 Activities
o Analyzing data in the hopes of motivating them to consider change

1. Informational I would like to know more Veteran


about it.
My plans for supporting these teachers: What questions can I ask? What activities might be useful
for these teachers?
 Questions
o What part of [insert PD] would you like to know more about?
o How can I help in learning more about [insert PD]?
 Activities
o Sometimes teachers don’t know what they need so supplying them with a list of
possible supports is helpful

2. Personal How will using it affect me? Veteran


My plans for supporting these teachers: What questions can I ask? What activities might be useful
for these teachers?
 Questions
o Have you seen this in action in other classrooms?
o What do you know about the impacts?
 Activities
o Sub them out so they can see it in action in another classroom
3. Management I seem to be spending all of my Veteran
time getting materials ready.
My plans for supporting these teachers: What questions can I ask? What activities might be useful
for these teachers?
 Questions
o How can I help? [Simple and to the point]
o What would make this process better?
 Activities
o If time implementing a new curriculum/PD topic the coach would need to step in and
think about purchasing some materials or do the work himself or herself. Then the
coach would need to train the teachers on the new materials.

4. Consequence How is my use affecting Veteran


learners? How can I refine it to
have more impact?
My plans for supporting these teachers: What questions can I ask? What activities might be useful
for these teachers?
 Questions
o What data do you have or can you get?
o What are “extensions” you see that students could peruse?
 Activities
o Analyzing data before and after the change
o Get into their lessons and dissect it for additions or changes

5. Collaboration How can I relate what I am Veteran


doing to what others are doing?
My plans for supporting these teachers: What questions can I ask? What activities might be useful
for these teachers?
 Questions
o What have your conversations with your colleagues looked like?
o Have you observed other subjects when they are teaching similar or related
materials?
 Activities
o Subbing for them and getting them in others classrooms
o Hold a non-official “coffee talk”
6. Refocusing I have some ideas about Veteran
something that would work
even better.
My plans for supporting these teachers: What questions can I ask? What activities might be useful
for these teachers?
 Questions
o Great, what are they?
o Would you mind sharing those with the team?
 Activities
o Letting that teacher present a new idea
o Talk with them about the idea and “formalize” it with them