Often, we can anticipate that changes will be difficult. As leaders, if we don't make accommodations for struggle or challenge, and a change initiative flops, we only have ourselves to blame. If we can predict that change is uncomfortable for many, then we can prepare for—and prevent to the maximum extent possible—the negative consequences of important, necessary changes to support students.
Why is change uncomfortable? It's uncomfortable because
- We fear failing: Change will likely require new skills. It's logical to fear that we will not be successful.
- We are creatures of habit: We like the known and feel comfortable with what we are currently doing.
- We don't see the need: It's reasonable to be reluctant to do something different if what we're doing is working just fine.
- We don't want to lose control: Any worthwhile change requires us to be vulnerable and rely on others. We all value our independence.
- We're concerned about lack of support: Frequently, the professional development associated with change is nonexistent, of poor quality, or "one-and-done" with no opportunity for follow up.
- We fear becoming overwhelmed: In education, we tend to begin multiple initiatives simultaneously or expect educators to initiate elements of change while they continue to do everything they were doing before.
- We don't believe that the new will be any better: We doubt the effectiveness of the proposed change.
Although this list may seem daunting, it also gives useful guidance on how to intercept discomfort and resistance to change. If we can anticipate why change is uncomfortable, we can prepare for the change's success.
- We fear failing: Let's strive to make change safe by avoiding evaluative judgments as we learn. Accompany any change with ample messaging that all will experience some level of discomfort or a learning curve.
- We are creatures of habit: Don't completely abandon current practices; instead, embed changes into existing work.
- We don't see the need: Make an authentic case for the change by being transparent and identifying specific areas for improvement in the status quo.
- We don't want to lose control: Allow colleagues to progress at various paces and with different supports, while holding all accountable for progress.
- We're concerned about lack of support: Ask colleagues to identify the types of supports they'll need and plan for initial and ongoing professional learning and coaching.
- We fear becoming overwhelmed: Create a "start doing list," "keep doing list," and "stop doing list" to ensure that colleagues have a chance to succeed and maintain their sanity.
- We fear the unknown: Prepare for any change months before it officially begins by describing why it needs to happen, what it involves, how it will be supported, and how success will be measured.
- We don't believe the new will be better: Provide access to unbiased research and allow staff to visit or communicate with schools that have experienced the new initiative.
The International Center for Leadership in Education (ICLE) has developed a simple process to follow when embarking on necessary and new practices. It starts with the belief that colleagues want to do the right thing, that they'll do what's necessary to help all students. A cynic is just a frustrated idealist—the more cynical, the more idealistic they probably were. We need to rediscover the idealism. When colleagues question a change, interpret this as engagement, not resistance.
Using this process will help you anticipate obstacles to successful change:
- Study why the change is necessary: Examine current evidence of student success and the requirements for their future success that make acting differently a moral imperative.
- Examine balanced research on the proposed change: Share as balanced a view on the initiative as possible and encourage all to do the same.
- Be clear on what the change represents and what the change doesn't represent: Provide as many details as possible on what practices and learning environments will look like if the change is initiated, and be as clear as possible on what will not be expected of staff and students.
- Give time to study the why and what of change: A sufficient amount of time to discuss—in small groups, asynchronously online, and as an entire staff—is critical.
- Provide opportunities to voice opinions: Whether given sincere opportunities to voice opinions or not, staff will express themselves. Commit to voicing opinions within a community of trust. Clarify that you have not predetermined that this change will be initiated, even if you have committed to making changes to effect improvements in student outcomes.
- Plan for professional development: Identify the right professional learning (initial and ongoing) and coaching that will be provided if the change is initiated.
- Measure success: How will you know if the initiative is a success? Before you begin, decide how and when you will measure effectiveness.
- Discuss accountability: If you decide to initiate the change, make it clear that all will be expected to engage and strive for success. Be clear on what will happen if this commitment does not occur and what supports will be available.
- Achieve consensus (or don't): Consensus isn't based on a percentage-based vote; consensus means that every voice has been heard and the will of the group is evident. Consensus is sought after the process above has been faithfully completed.
Change is inevitable and necessary. We cannot expect improvements in student outcomes if we do not initiate changes in our practices. Education is social justice—it's critically important. We must be willing to take risks, but we can be smart about those risks, too. That means approaching any change with an honest look at predictable challenges, and then planning a route around the pain.
