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Admin, IC's, outside support all work together to help facilitate change. Everyone personally and as a whole school changes at a different pace. They all need unique targeted interventions to continue to move forward and grow.

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It is important to understand that when change is occuring we aren't alone.  We are a system individulas, teams, staff members, principals, district support and admin, local, state and federal government.  But each of these individual pieces have a lot to offer and a lot of resources to help support change and it is important to know what resources are available and from who.  Finally, because there are so many pieces, change will happen at different paces at different levels.

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It is important to understand that when change is occuring we aren't alone.  We are a system individulas, teams, staff members, principals, district support and admin, local, state and federal government.  But each of these individual pieces have a lot to offer and a lot of resources to help support change and it is important to know what resources are available and from who.  Finally, because there are so many pieces, change will happen at different paces at different levels.

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Change should not just be a directive handed down to do and also could have a portion of loss that involves a grieving process that could present itself as resistance.

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Change should not just be a directive handed down to do and also could have a portion of loss that involves a grieving process that could present itself as resistance.

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The change process needs professional development for learning and improvement to take place effectively. 

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The change process needs professional development for learning and improvement to take place effectively. 

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Learning and a communication of a shared vision are a prerequisite for successful change implementation.

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Organizations Adopt Change -- Individuals Implement Change

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Organizations Adopt Change -- Individuals Implement Change

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The job of the instructional coach is to tend to the individual by building the metaphorical bridge for the process of change.  That it, the instructional coach should lead the way and provide encouragement for teachers in the midst of change.

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Understanding the Change process is strategic to being able to change. If the change is to be effective, it needs to be a process that is supported over a period of time (3-5 yr) and the mental aspect needs to be addressed also or the process can seriously be effected.

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Understanding the Change process is strategic to being able to change. If the change is to be effective, it needs to be a process that is supported over a period of time (3-5 yr) and the mental aspect needs to be addressed also or the process can seriously be effected.

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Without interventions, change is doomed to fail. Successful interventions include large group learning, but the "one-legged" intervention is most successful, and this entails a quick check-in with your people, asking how they are doing with the change and giving them opportunity to talk. 

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Without interventions, change is doomed to fail. Successful interventions include large group learning, but the "one-legged" intervention is most successful, and this entails a quick check-in with your people, asking how they are doing with the change and giving them opportunity to talk. 

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Teachers that had gone through some thoughtful learning time, like modeling/demos seeing how the new process works were more effective. Without the learning teachers reverted back to their old ways do to frustration.

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Moving forward I can anticipate which changes will cause the most upheaval and advocate for trainings/embedded supports to happen from those who initiated the change. I can push for visits from the external change facilitators so they can see firsthand how the change may be impacting teachers and students and help determine next steps to support.

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Moving forward I can anticipate which changes will cause the most upheaval and advocate for trainings/embedded supports to happen from those who initiated the change. I can push for visits from the external change facilitators so they can see firsthand how the change may be impacting teachers and students and help determine next steps to support.

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When change occurs, grieving the loss of favorite and comfortable ways, is a real thing.

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It is important to share what is working, but equally important to talk about what isn't What may be a groups weakness may be another groups strength. We can help each other!

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Determine your primary goal and focus on doing that goal well.

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The various actions and events that influence the process are known as intervention. We often think of trainings as the primary type of intervention but the little things are big...like checking in during a passing period or brief conversations.

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This validates my belief that  the teachers have the best ideas.  But for the ideas to have any sustainability, Admin support and buy-in is absolutely necessary.

1.  I will continue to bring forth ideas that my department  has.
2.  I will encourage my campus to continue to listen to the "Makers of Effect" and consider the voices that are not at the table.

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The factors have a great influence on change.  Some of these can be changed or influenced and some are static.  Internal factors can be manipulated by making sure that ALL students have access to technology and hiring people who are highly qualified and not just filling a position.  Surrounding community along with policy and procedures are examples of static and potential for change.  You cannot do anything about the community or attendance zone but you can have an influence in policy and procedure if given a chance

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Take away: Acknowledge what can't be controlled, but react to what can be approached in a way that fits the needs of your campus/department -- differentiate for success.

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I would encourage my team tp embrace the challenges of the new programs, policies and softwares that are implemented. However, they need to be patient because it takes 3-5 years for full reform to take place.

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I would encourage my team tp embrace the challenges of the new programs, policies and softwares that are implemented. However, they need to be patient because it takes 3-5 years for full reform to take place.

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Individuals and the Implementation Bridge

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Individuals and the Implementation Bridge

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We need to support individuals as they navigate change, and respect that individuals will progress at different rates. We should anticipate and facilitate change. If we expect individuals to change without providing support, they will likely fail. We must provide tools and constructs to build an "implementation bridge" that allows teachers to move toward the goal.

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Those in the trenches may have the best ideas for change  or improvement but without upper level support the change will not be effective or last long-term

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Those in the trenches may have the best ideas for change  or improvement but without upper level support the change will not be effective or last long-term

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If a mandate is accompanied by continuous communication it can work. It's important to support everyone involved, so no one is left behind.

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Some people who appear to be resistant are really 1. grieving the loss of something that worked and was comfortable for them or 2. have serious questions about the change based in reasoning and evidence. These are valid and deserve to be understood. Addressing these teachers' struggle must be through personalized conversations. This is key: If the change process is majorly painful, perhaps leadership responsible for the change has not understood all that is entailed and required to facilitate the change process. 

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Some people who appear to be resistant are really 1. grieving the loss of something that worked and was comfortable for them or 2. have serious questions about the change based in reasoning and evidence. These are valid and deserve to be understood. Addressing these teachers' struggle must be through personalized conversations. This is key: If the change process is majorly painful, perhaps leadership responsible for the change has not understood all that is entailed and required to facilitate the change process. 

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What appears as resistance to change may actually be rooted in something else...for example they could just be mourning the loss of something comfortable or confused as to the purpose of the change or lacking to tools to implement the change or questioning the validity of the change.

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Focus on one thing and do it well.  This really sums up the article. Often in our roles, we are trying to implement 2-5 changes. The reality is to focus on the primary goal,  which in my opinion is to educate children well.

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Focus on one thing and do it well.  This really sums up the article. Often in our roles, we are trying to implement 2-5 changes. The reality is to focus on the primary goal,  which in my opinion is to educate children well.

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"If there is major pain in change, chances are that the leadership for the change effort has not understood what is entailed and required to facilitate the process well."

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On-going communication and "pulse-checks" are critical to facilitating change.

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Mandates can work but conversations are critical for success. Leadership must communicate, provide coaching/learning opportunities, and time for implementation for mandates to be successful.