Chapter 3: Determining the level of support needed by the new professional

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Section 2. Introduction to the concerns-based model

The following information about the Concerns-Based Adoption Model (CBAM) has been taken from Austin Educational Associates, Concerns-Based Systems International, and "Concerns-Based Adoption Model: Educators' Stages of Concern About Change" (created by Gene Hall and Shirley Hord and described in Taking Charge of Change , ASCD, 1987 and Implementing Change: Patterns, Principles, and Potholes , Allyn & Bacon, 2000)

The Concerns-Based Adoption Model (CBAM) is one model for supporting change in individuals. This model supports the idea that as people consider and implement change, their concerns about the change follow a process. This process starts with concern about how the change will affect them personally, then focuses on the mechanics of the tasks involved in implementing the change, moves to a consideration of the impact of the change on students and colleagues (or the school district) and ends with thoughts about how to make the change even better.

In the process of being a mentor, you are being asked to help the new professional change by implementing best practices.   The CBAM model is one way to help you think about the concerns the new professional might have when trying to implement these best practices.  

Descriptions of the CBAM stages
Stage 0:   Awareness Little concern about or involvement with change is indicated.
Stage 1: Informational A general awareness of a change and interest in learning more detail about it is indicated.
Stage 2: Personal Individual is uncertain about the demands of the change, his/her inadequacy to meet those demands, and his/her role with the change. This includes analysis of his/her role in relation to the philosophy/practices of the school district or co-op, decision-making and consideration of potential conflicts with existing practices or personal commitment. Financial or status implication of the program for self and colleagues may also be reflected.
Stage 3: Management Attention is focused on the processes and tasks of using the change and the best use of information and resources. Issues related to efficiency, organizing, managing, scheduling, and time demands are utmost.
Stage 4: Consequence Attention focuses on impact of the change on students in his/her immediate sphere of influence. The focus is on relevance of the change for students, evaluation of student outcomes, including performance and competencies, and what is needed to increase student outcomes.
Stage 5:   Collaboration The focus is on coordination and cooperation with others regarding use of the change.
Stage 6: Refocusing The focus is on exploration of more universal benefits from the change, including the possibility of major modifications or replacement with a more powerful alternative. Individual has definite ideas about alternatives to the proposed or existing form of the change.

Activity D

In the process of becoming a mentor, you are being asked to change by taking on a new professional role. Based on the above descriptions of the CBAM stages, what stage are you in right now?