How can you address resistance to change among teachers and staff?

Change is an inevitable part of life, and as educators and leaders, we understand the need to embrace it. However, it's essential to recognize that people fear change, because it often represents the unknown and can lead to feelings of vulnerability. As we navigate change, it's our responsibility to acknowledge these fears and concerns among our staff. We need to help them understand that it's okay not to get everything right from the start. Embracing change is an honor and an opportunity to learn and grow. By creating an atmosphere of understanding and empathy, we can ease their anxieties and encourage them to embrace their weaknesses as part of the learning process.

Build relationships first. Second, be effective in the foundation of your own job - facillity, scheduling, student support, parent communication. Cover your own base first. Then something I've found very helpful is to identify the source of resistance. If it's philosophical (the WHY), then support with research, articles, data, etc... If people are on board philosophically, then the source of resistance is likely the HOW. These people need time, tools, someone to join in a venture, etc... One way to look at these two groups is the first is probably 'ABLE but UNWILLING' and the second is 'WILLING but UNABLE'. Lastly...BALANCE your time between these two groups. The first will tire you out, the second will fill your bucket.

Show people what's in it for them, so they see the relevance and benefit of change. Also don't assume that everyone can adopt change at the same rate. Seeing is believing, so let some be 'pioneers' and then flag up the successes as well as things that worked less well. This helps to address sensibilities without pandering to those with Luddite tendencies. It also helps to develop a 'Learning Organization'.

In my experience spanning four decades in higher education, I have involved in teaching, research, and administration, the three main professional responsibilities. Unless the change is going to be profitable, it is generally not accepted, no matter how much improvement it is likely to bring. Reasons are obviously not to give credit to others, jealousy, professional rivalry, and of course the legacy. I have not seen changes being accepted in spite of giving enough proof. Particularly in a typical hierarchy based systems like our educational institutions, bringing change is the privilege of only the top person(s) and others are always seen as disposable mortals, and ignored.

Teachers are professionals, and they deserve to be included as active participants (and leaders) in any change process. Any change should include teaching staff from the initial stages to develop trust and foster ownership.

In my experience and and knowledge, the best way to welcome the change or if we say the other way round to address resistance to change is - to involve participation of all the members affected. Take feedback, have discussions, brainstorm and let them adopt the change as their own decisions.

In my experience, it is impossible to overestimate the power of visionary leadership that does not just talk about the possibilities, but casts the vision in as many ways as possible. How might this vision look? What are its metaphors, and what imagery should we attach to it? What does the vision look like in writing, and how granular can you make it for those of us who relish the words? Can you create a model, give us the perspectives of various voices that promote this future reality? Belonging to something bigger than ourselves is highly motivating and inspiring--and for many educators who value structure and organization, a change effort that has thought through our objections and adequately prepared to move us can go far. IMHO...

I've often seen leaders design their vision for an initiative and share it shortly before implementation, leaving educators with no voice in the process. For example, our program is a year-long community of practice for aspiring project-based educators, so it's more than just one-and-done training. Imagine attending a meeting and hearing that you will engage in a long-term professional development experience you just learned about at that moment. On a basic level, leaders should discuss the following in advance and seek feedback: -What is the vision for the initiative? -How does this initiative align with current goals? -How will it impact teachers and students? -What support will teachers and students receive with implementation?

Everyone who is involved with educational leadership has to bring together leaders, students, and parents. It's important to have people gather to share what each person has as a concern and something that they think is important. Life is too complicated to just step back. Share information, ideas, and concerns. Together the group can put through a set of ideas that can bring everyone together, taking into concerns about children, teachers and parents! Dr. Sandy Miller-Jacobs, Educator of Special Education

Proper communication with the teachers and staff regarding the need of change is important. Some may take time to adapt the new changes. Some may need more trainings or explanations. In other side there may be teachers who can adapt the changes quickly and able to give trainings to their colleagues who is struggling. We have gone through such a situation during the Covid time when the mode of class changed to online. Implementation of the E- learning system was really challenging but through proper communication regarding the need and continuous training until they feel confident really help to make everyone use technology in teaching online.

One thing I found really helpful was to present the areas of pressure and use these scenarios to develop working groups to discuss reducing these pain points. It was brilliant as colleagues worked in groups and could see the complexity of the concern but also shifting mindsets to be more solution focused. This was a monthly reflection piece. I found myself having better conversations with colleagues as a result.

Involving stakeholders in decisions builds confidence in the changes. How and when we do so is key. If this is not done well, it can backfire. It is important to involve a range of teachers, not just the those whose voices are the loudest or those who already have the ear of school leaders. By choosing those who might be viewed as “resisters,” leaders can understand and include all perspectives. Be transparent. If leaders invite teachers when there is a pre-determined outcome, it can exacerbate frustrations. Be up front about their role. Sometimes decisions are top down and sometimes staff can drive the change. Be clear about how they can impact the change.

Foremost the teachers/staff in the school organization need to be educated about the nature of and need for change before implementing and the logic of change needs to be explained.

Teachers cannot be left out in this process. Proper implementation of concepts are contributed largely by teachers acceptance and understanding of the processes.

One strategy that has worked well with leaders I've collaborated with is to build out an initial teacher-leader community for their new initiative. For example, when launching a project-based learning initiative, I always suggest starting with a select group of teachers before mandating that everyone participate. The teacher leader committee can test instructional practices in their classroom and provide feedback on what type of support is necessary to succeed. They can also serve as ambassadors and promote the initiative to their colleagues by sharing their learning. When you scale the initiative beyond the initial group of teachers, they can serve as mentors and liaisons between leadership and teachers.

Motivation Reflecting their own growth- Educational scenario is directly linked to latest upgrade in knowledge. Teachers is a main learning resource in higher education system. Teachers upgradation is a constant, continuous and complex process. Many formal and informal measures needs to be adopted by educational administrators. Motivation in various possible ways reflecting their own growth with the students and institution is important. This to be accompanied by support in the form of guidelines and enough resources for time-rising change, adoption of innovative practices and research orientation.

In my experience mentoring was extremely helpful. An assistant visited me at home and patiently explained how the new curriculum was implemented. Once I caught the vision, I was willing to change.

Allow teachers to drive the change process. Have an open discussion with the teachers on how the end of the change process would look like. Allow each department within the school to drive part of the change process. Take small change steps at a time leaving no one behind. Celebrate every small gain. Make the change process fun. Identify the teachers who are likely to slow down or resist the change process and appoint them as monitoring and evaluating officers of the change process. Encourage them to give a report on he positive and negative effects of the change. This will expose them to the positive effects that the change process brings. Ask them for ideas on how to reduce the negative effects of the change.

Consider developing a change champion program where a small group of faculty receive additional training and can be positioned as a resource once the change has been implemented. This peer mentoring approach is often quite effective as peers feel more comfortable asking questions to each other. It also empowers a subset of the staff to help lead the change initiative.

When you reward, make it meaningful. Get to know your teachers and staff. When are they happiest? How do they spend time helping others? Give them opportunities to do those things. If they’re happiest golfing, get them a course membership. If they’re happiest painting, get them a few courses, or supplies. If they spend time feeding homeless, go with them, or make a donation in their name. Make rewards meaningful to the individual.

When looking to champion change efforts, it is important to remember that every step in the right direction is a win and should be treated as such. In fact, incremental progress is proven to be most sustainable and should be recognized and celebrated. That is not to say, that incremental progress needs to be celebrated at the scale as a big win- but should still be recognized, called out and appreciated so that people who are making an effort feel seen.

Remember, if you can't type into the emotion of 'Why' this change is important, nothing will actually change. And 'legal compliance' is not and emotional 'why'- 'this is what our students need from us in order to fulfill their potential' is an emotional 'Why'.

Fostering open communication is crucial. Establishing a transparent dialogue about the reasons behind the change, providing opportunities for input, and highlighting the potential benefits can help mitigate concerns. Additionally, offering training and support to ensure everyone feels equipped for the change promotes a smoother transition, fostering a collaborative environment where all voices are valued.

To address resistance to change among teachers and staff, it's crucial to foster open communication. Ensure that everyone understands the reasons behind the change and highlight its positive impact on both individuals and the overall educational environment. Offer support, training, and a gradual transition to help ease concerns. Encourage feedback and involve staff in the decision-making process to make them feel valued and part of the change.

It's important to first reflect on whether the intended change is necessary, and who perceives it this way. For many, change resistance comes about not due to resistance but genuine belief that things are working fine as they are. Another factor is that many in education have watched for years after one change after another is rolled out, with new programs or approaches chopped and changed year in, year out. There is a real lack of commitment to long-term change, even amongst school and industry leadership. Addressing change should be collaborative and consultative, informed by the needs and values of all stakeholders.

“Change is a life constant” If this can be reinforced by an external change agent , who has enabled and facilitated change elsewhere, there would possibly be a quicker acceptance to change by the teaching fraternity. Evidences, videos and other forms of change acceptance can be shared and the benefits communicated. This would create a better sense of acceptance and adaptability amongst them.