Why is it so difficult to effect change in schools among some educators? To be clear, this does not apply to all educators in the teaching profession. There are many teachers doing some really innovative things and are on the leading edge of new instructional techniques. However, there are many teachers who may have gotten into the profession exactly because they are averse to change. For my own part I know I do not mind change but I don’t particularly enjoy the transition, the unsettled middle. 

For teachers who spent thirteen years in school, then an additional four to five years in university, then returned to a profession that involves still being in a classroom, it isn’t a stretch to think that there is a segment of the profession that is averse to change. 

But, change is required for growth. You cannot get better or improve without changing from your past self. This isn't to say that you aren't great now, but we can all get a little better, that's half the fun of being an educator!

Some estimates now claim that our technical knowledge worldwide doubles incredibly quickly, anywhere from as little as 12 hours to every 3 days. Yet there are many classrooms where instruction to students looks very much the same as it did decades ago. Our understanding of child development, neuroscience, how to learn, how to instruct, optimal learning environments, etc is greater than it has ever been, and yet there are still so many ‘Sage on the Stage’ style of education. How is this even possible? Why haven’t we adapted and incorporated our new understandings into our pedagogy to take advantage of all our new understandings about learning and the brain?

This comes full circle back to the original question, why is change so difficult for some? Why is it with the wealth of knowledge we have access to, we find ourselves choosing not to adapt to it?

I think that for many it is a comfort in the familiar. I have a strong suspicion that there are some teachers who are somewhat anxious, and for whom the comfort of the familiar routine is a motivating factor. Many teach in the same way that they themselves were taught, not because it is optimal but because it is comfortable for them. It also gives a sense of control that you are dictating the pace of the class, the activities, etc. 

Additionally, some are overloaded with the current workload and the idea of doing something different translates to more work and they don’t feel they have the capacity for it. So even though they are in a system that isn’t working, they are having trouble changing it because they are stuck. They may also feel they cannot change because they feel they are in a system that prohibits it (which may be real or perceived). 

Still others may feel it is a value judgment. To do better implies what you were doing before was wrong, or at least, less good. And let’s face it, in a system where a large portion of the time is spent evaluating the work and efforts of students, it is difficult not to get locked into that idea.

The unfortunate effect of some of this is that teachers hesitate to try new things, or when they do try they may put in a token effort which obviously fails which serves to reaffirm the old way was better. Or, they feel that they will be judged if they go out on a limb and find wanting. Still others will give reason after reason on why they have to do it a certain way (time, resources, etc) rather than focusing on reasons why they could do it differently. 

In their book Switch, the Heath brothers discuss the need to appeal to the Logical mind, the Emotional Mind and then shaping the situation or environment to encourage change. As a leader, you can do all of these things. 

Highlight your teachers doing new things (water the flowers!) and be public with your praise. Be encouraging, ask them to take risks. Give them the resources they need, find someone for them to collaborate with, source professional learning, go teach their class if they need time to prepare or collaborate, anything to try and reduce barriers (both real and perceived!). Many teachers are overloading so trying to find time to create new practices will require you to help them find some time and scaffold support. To go back to the 'water the flowers' analogy, they need resources to grow and a healthy soil to grow in. 

As a leader it is also important to model and try to create a culture of non-judgment, where if mistakes are made they are not reflections of character failings, it was simply something that didn’t work this time. This means trying to avoid blame with staff as much as you can. Blame isn’t useful, it doesn’t help to solve the problem and runs counter to a culture of non-judgment, doing far more harm than good. 

You really can't make anyone change, you can only encourage and support them if they make that choice for themselves. All you can do is build the environment to create positive growth in the culture. Some will not want to change and will resist it to the end. Some will thrive. Focus on the wins more than the frustrations. All you can do is show them the path, provide the supports, and hope they choose to walk it with you.