An Effective Tool for Site-Based Management: Concerns Based Adoption Model (CBAM).

Autor/in	Farmer, Noel T.
Titel	An Effective Tool for Site-Based Management: Concerns Based Adoption Model (CBAM).
Quelle	(1998), (23 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Clinical Supervision (of Teachers); Decentralization; Faculty Development; High Schools; Inservice Teacher Education; Participative Decision Making; Principals; School Based Management; Secondary School Teachers; Teacher Attitudes; Teacher Improvement + Suchen Sie Ihr Suchwort? Decentralisation; Dezentralisierung; High school; Oberschule; Lehrerfortbildung; Principal; Schulleiter; Lehrerverhalten
Abstract	This paper describes the use of site-based management in one Maryland (Frederick) high school. A partnership was established between a college teacher and the high school in order to conduct teacher training for implementing a Clinical Supervision Teacher Growth Program. High school faculty became supervisors and supervisees in a peer coaching arrangement to implement the growth model. The model included: a pre-observation conference between the supervisor and supervisee; a classroom observation; a post-observation conference (for reviewing observation information and devising an instructional improvement plan); and analysis of the clinical supervisory experience. Six training sessions occurred on theory and practice related to clinical supervision. Faculty formed peer coaching groups, with the college teacher providing coaching feedback. Over 2 years, research examined teachers' attitudes and perceptions of the model using the Concerns Based Adoption Model (CBAM) questionnaire. The CBAM investigated stages of concern, with concerns grouped around the domains of self, task, and impact. Results indicated that there was no one absolute response prescription for each stage. Findings suggested to the school improvement team and administrators that strong leadership was needed for clarifying the main priority of the new program in relation to all other new initiatives that school year. They decided to provide additional training for those who desired it and additional administrative support for organizing teachers to have time in the daily schedule to implement clinical supervision observation in their peer coaching teams. (Contains 5 figures and 11 references.) (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC