Change is a difficult process for teachers and sometimes brings about additional stress and anxiety. As leaders, we must realize that change requires time and effort, and teachers may feel reluctant to attempt new practices they are not familiar with. For this reason, the concerns of teachers must be taken into consideration. As leaders, we understand that collaboration among staff will be a critical part of change.

Teachers must receive feedback on the effectiveness of the new program. Teachers will be reluctant to continue a new program or instructional method when they cannot see the positive effects of the change. As Guskey asserts, "success and progress are the very stuff that makes teaching worthwhile" (Guskey, 1986, p.9).

Once a professional development session has taken place, teachers will require continued support and follow-ups. Change will really begin to take place once there has been evidence that the implementation of the new strategy or program is working for students. This support can come in the form of additional professional development sessions, guidance, and the chance to recognize that even small failures are expected and seen as opportunities to grow.