Knowledge, Attitude, Skills, Aspirations, and Behavior Professional Development Model

The KASAB model provides a useful framework for thinking about different kinds of learning. The model identifies five different kinds of changes that occur as a result of learning or some intervention.

Knowledge

is factual information including concepts, principles, information:

  • Knowledge of a lesson design
  • Knowledge of effective strategies
  • Knowledge of test structures

Attitudes

are the beliefs and values of P.D. participants (teachers):

  • Shared vision eg. ‘Literacy is the foundation for success’
  • Belief that ALL students can learn at high levels

Skills

are the capacities we want teachers to acquire:

 

  • Identify data and correlate to students needs
  • Know hot to design pre-, during, and post- learning materials
  • How to effectively implement strategies

Aspirations

are the motivators to act; the desires we want teachers to have:

  • Genuine desire to teach all students
  • Every child will learn to his/her maximum potential

Behaviors

the consistent application of the knowledge and skills that are drive by the attitudes and aspirations:

 

  • Monitoring Students Progress
  • Maximizing use of instructional time

KASAB Model

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Diffusion of Innovations

Professional developers have learned that adoption of innovation is dependent of several interrelated models of change (Rogers, 2002). Teachers fall into various categories that describe their comfort level and attitude towards the uncertainty of newness (innovations, typically technology)

Diffisuion of Innovation

Innovators 5% – Cutting edge

  • The first people to try new technologies
  • Tend to be risk takers and active information seekers
  • Latch onto new technologies as soon as they are available

Early Adapters 13.5 % – Experimental

  • Will try new technologies
  • Not afraid to fail occasional
  • Experiment with innovations to see if it improves teaching and learning

Early Majority 34% – Wait & See

  • Wait and See others response before trying innovations
  • Assesses value to new technology before using new technology
  • Ensures necessary support is available before adopting innovations

Late Majority 34% – Skeptics

  • Skeptical about using new innovations
  • Waits til nearly all of the majority have adopting the innovations before considering
  • Adopts innovation only out of necessity

Laggards 16% – Rebels

  • Not interested in adopting new technology
  • Does not find value in using new innovations for teaching improvement

 

“We cannot expect results for students from a staff development program that is unlikely to produce them. And we cannot expect an evaluation to produce useful results when the program being evaluated is poorly conceived and constructed.”

- Killion, 2002

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