What is the concerns-based adoption model (CBAM)?

The Concerns-Based Adoption Model (CBAM) is used to address change implementation on a systems level. This model can help supervisors or change leaders to understand:

  • the process of change
  • how individuals respond to change
  • how to insure that the correct actions are followed to help ensure the success of the change initiative

This information will be very useful when completing a program evaluation.

Dr. Thomas R. Guskey, an expert in evaluation design, analysis, and educational reform and a professor at the University of Kentucky developed a system for evaluating professional development that consists of five levels. The last level, Level 5 – Student Learning Outcomes, addresses whether the professional development program benefited the students in any way, which is typically the goal of professional development. CBAM provides supervisors and administrators with tools that will ensure that the initiative discussed in the professional development is implemented with integrity, increasing the chances that the students will be positively impacted by the professional development.

Learn about CBAM’s diagnostic dimensions

Guskey, T.R. (2000). Evaluating professional development. Thousand Oaks, CA: Corwin Press, Inc.

CBAM resources

CBAM components

There are several important components of the Concerns-Based Adoption Model that need to be considered for successful implementation of a change initiative.  Learn more about these Important Components of CBAM.

Please keep in mind that the information on this website is meant to give you a very brief understanding of CBAM. If you wish to use any aspect of CBAM in your school or wish to gain a greater understanding of CBAM,  please consult the following:

Print resources

George, A.A., Hall, G.E., Stiegelbauer, S.M. (2006). Measuring implementation in schools: The stages of concern questionnaire. Austin, The University of Texas at Austin: Research and Development Center for Teacher Education.

Hall, G.E., Dirkson, D.J., George, A.A. (2006). Measuring implementation in schools: Levels of use. Austin: The University of Texas at Austin,  Research and Development Center for Teacher Education.

Hall, G. E., & Hord, S. M. (2011). Implementing change, patterns, principles, and potholes. (3rd ed.). Upper Saddle River, New Jersey: Pearson.

Hord, S.M., Stiegelbauer, S.M., Hall, G.E., George, A.A. (2006). Measuring implementation in schools: Innovation configurations. Austin: The University of Texas at Austin, Research and Development Center for Teacher Education.


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