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Reasons for proposed change not communicated well / at all or unpopular - staff will resist change.

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1. Vision created in silo - lacking collaborative input from all levels/roles
2. Ambitious vision with insufficient investment and resources
3. Conflicting priorities resulting in lack of time to focus

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1. Progressive vision of education from teachers to senior leadership. 

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1. Progressive vision of education from teachers to senior leadership. 

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2. Funding available and the priorities that lead the allocation of these.
3. The lack of staff who are willing to challenge the norm.

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1. Out of touch senior management, with no communication.
2. Staff fear of losing their jobs.
3. Funding of said change!

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Complacent, happy with things as theyare

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Complacent, happy with things as theyare

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Culture "we always do it this way"
Infrastructure " it doesn't work"
Teacher skills "I can't do it

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Finance

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Apathy as seen it fail before

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Understanding the 'why'? Understanding the 'how', expectations

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Understanding the 'why'? Understanding the 'how', expectations

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Managers and senior managers attached to old ways of working  

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Managers and senior managers attached to old ways of working  

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1.  No big strategy including technology enhanced learning.

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1.  No big strategy including technology enhanced learning.

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2. .

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1. Inability to understand or translate the strategic rhetoric to an operational (classroom) context.

2. Disconnect between organisational strategies with local and personal objectives and priorities.

3. No shared understanding of vision or aims across the organisation, including business support, teaching and learning, and the leadership.

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1. Low trustworthiness due to highly-bureaucratic structure - the desire of having full control over the institution can lead to a lot worse situation.

2. Resistance to Change - some people adapt to change much quicker than others

3. Lack of clear guidance and proper leadership (Being told what to do instead of getting 'dirty' and showing what should be done)

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2. Always done it this way
3. IT freedom

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1. Prioritisation against everything else
2. Discipline/subject inertia to change
3. Incentivisation

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Finding time for staff to be allowed to experiment, reflect and try things out. Often easier just to keep doing things instead of changing as no head space given to think things through.

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Attitudes
Antique managers
Ease of use and relevance
Convincing management that staff development worth it

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1. Deep insecurity in the system at all levels that prevents institutions , institutional leaders , senior management teams , teaching staff
and ultimately learners making the most of a new world of learning within the formal education sector.

To change this learning organisations need to acknowledge that they need to harness a much more collective base of knowledge than that which exists within their own organisations.

They also need to see that they can co create and share learning materials far beyond their institutional walls. They must become much more flexible and porous.

In the classroom this challenges some teacher mindsets around - sage on stage models etc and much more ..

In the corridors it challenges leaders who want to control the information flow in and out of their institutions .

There should be much greater flexibility around learning and assessment - learners are seeking this. The digitally enabled will turn to new models of learning and leave behind the institutions that cannot change.

That is insecurity at all levels this includes local authorities , funding bodies , inspection agencies , awarding bodies - as they all need to embrace and support change.