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Concerns-Based Adoption Model
Background Information
This model was developed by researchers at the University of Texas at Austin. It was originally based
on research that showed that beginning teachers went through developmental stages and expressed
predictable concerns at each stage as they learned to teach. The model was later adapted to measure
concerns teachers expressed as they learned to use new practices and the extent to which they actually
implemented the innovations. Todays educational systems involve numerous individuals responsible
for facilitating change. These facilitators need a means of assessing the needs of the individuals with
whom they work so that the most appropriate and timely assistance can be given. Two important
kinds of assessment information CBAM provides are:
1. Concerns of the individual about whatever new programs, products, or ideas (innovations) are
being offered, delivered, or implemented.
2. Individuals knowledge of and how they use these innovations.
For more information on the model, its uses and instruments:
Gene E. Hall & Shirley M. Hord, Implementing Change: Patterns, Principles, and Potholes (2nd ed.).
2006. Boston: Allyn and Bacon.
TR1
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Discussion of Stages of Concern
Self (Concerns focused on self)
Level 0: AwarenessThere is no awareness of any change taking place, e.g.,
What are content standards?
Level 1: InformationalSeeking information, e.g., I dont know too much about
it. Give me some information.
Level 2: PersonalHow will use affect me, e.g., Whats in it for me? Note that
strong resistance can be a mask for personal concerns based on fear to try
something new.

Task (Concerns focused on task)
Level 3: ManagementHow do I do it? What is the schedule? Do I have the
resources I need?
Impact (Concerns focused on impact)
Level 4: ConsequenceWhat is the effect on my students?
Level 5: CollaborationI am concerned about relating what I am doing to what
other teachers are doing.
Level 6: RefocusingI have some ideas about something that would work even
better.
Adapted from Gene E. Hall & Shirley M. Hord, Implementing Change: Patterns, Principles, and Potholes (2nd ed.). 2006. Boston:
Allyn and Bacon. Used with permission.

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Samples of Appropriate Interventions
to Address Concerns at Each Stage
0 AWARENESS
Make the staff aware of student-learning problems and how the intervention will help address
them.
Increase awareness of related state guidelines and standards.
1 INFORMATIONAL
Display data on student learning in the faculty room.
Send out a description of the intervention and its benets via e-mail and place a copy in
mailboxes.
Encourage support for the change by involving parents who want to know why their students
arent meeting standards.
In grade-level and department meetings, lead discussions of what the Data Team has found and
the suggested solutions.
2 PERSONAL
Conduct demonstrations and hands-on experience for motivation to build a sense of you too
can do it.
Provide time management on a personal basis.
Control stress factors.
Provide goodies at meetings/workshopsprizes, hands-on stuff, food.

3 MANAGEMENT
Provide suggestions for time management.
Work with an experienced user to get organized.
Have some release time to gather and organize materials and walk through procedures.
Have training and follow-up help on using the innovations.
Use parent volunteers or aides to help set up an activity or experiment if intervention involves
handouts or investigations.
Create an inventory of all equipment currently available at the school site.
Share responsibility for getting materials ready with other grade-level teachers.
TR3
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Provide demonstrations of management of materials, classroom set-up, etc.
4 CONSEQUENCE
Administer student assessments and examine the results.
Provide professional development focused on areas where teachers want to enhance student
learning.
Provide suggestions for broadening students participation and motivation.
Establish portfolios of student work.
5 COLLABORATION
Provide opportunities for sharing resources among teachers.
Set up opportunities for collaborative teaching and use of demonstration lessons.
Use grade-level/department meetings and cross-grade-level meetings to share lessons developed,
report results, and discuss cases of learning.
Establish an area to display experiments, lessons, and other artifacts.
6 REFOCUSING
Review the key elements of the new practice.
Engage teachers in a self-assessment of how well they are using the practice and what they would
like to do to strengthen it.
Adapted and used with permission from K-12 Alliance/WestEd.
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Stages of Concern:
Typical Expressions of Concern About the Innovation
STAGES OF CONCERN EXPRESSIONS OF CONCERN
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6 Refocusing
I have some ideas about something that would work
even better.
5 Collaboration
I am concerned about relating what I am doing to what
other instructors are doing.
4 Consequence How is my use afecting students?
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3 Management I seem to be spending all my time getting materials ready.
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2 Personal How will using it afect me?
1 Informational I would like to know more about it.
0 Awareness I am not concerned about the innovation.
Adapted from Gene E. Hall & Shirley M. Hord, Implementing Change: Patterns, Principles, and Potholes (2nd ed.). 2006. p. 139. Boston: Allyn and
Bacon. Used with permission.
TH2