Misconception 2: Early adopters are the key to building buy-in
New initiatives always have early adopters—the teachers who are ready and eager to try out new practices. But it’s a mistake to assume that age or personality type is what makes someone an early adopter. Our research reveals that circumstances, more than personality traits, predict whether a teacher will be eager to jump on board.
Teachers naturally seek new practices when they realize they need something better than the status quo. For example, a teacher of students with learning disabilities will naturally look for new ways to engage them when the default teaching strategies leave those students lost and acting out from frustration. The new strategies teachers pick are those that best address classroom challenges with a minimal amount of friction in transitioning from the old approach. In short, circumstances prime teachers to seek new practices; thus, any teacher can be an early adopter when the circumstances are right.
Misconception 3: Beginning-of-year professional development ensures an initiative’s success
Professional development consistently earns top billing in the list of essential elements for effective school change management. We don’t disagree with its importance. Unfortunately, even if teachers receive the best technical training in the world, that may not compel them to adopt a new approach.
From a change management perspective, the purpose of professional development is not only to give teachers tactical knowledge on new practices but also to help them feel confident in the change management process. Most teachers won’t feel comfortable pulling new practices into their classrooms unless they feel assured that they’re going to be able to implement those practices effectively. For example, many of the teachers we interviewed said ongoing, job-embedded support is more important than workshops presented at the beginning of the school year or at the start of an initiative on how to use new tools or strategies. In short, effective professional development should address the stresses and anxieties that make teachers reticent to change.
These misconceptions point to a general principle that explains why so many change management efforts miss their mark. When leading change, it’s easy to get wrapped up in the merits of a particular solution and lose sight of the people expected to adopt it. No new instructional program can impact student learning unless teachers decide to pull it into their classrooms. Thus, if school leaders hope to see teachers adopt new practices, they need to understand the circumstances their educators wrestle with on a day-to-day basis.
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