Why do school employees resist change?

“…if school leaders holistically understand the most important variables in unhealthy learning environments and arm themselves with strategies to uproot and replace toxic elements, then they can be successful at creating healthy learning environments in their schools.”

Who are these employees?

“…in order to transform a toxic to a healthy learning environment, it is essential for leaders to understand and influence change within these groups of educators within the school” (Muhammad, 2009, p. 29).

“…in order to transform a toxic to a healthy learning environment, it is essential for leaders to understand and influence change within these groups of educators within the school” (Muhammad, 2009, p. 29).

BelieversSuccess for All Students

BelieversSuccess for All Students

“If schools are to transform their cultures into fertile ground for positive experimentation and student nurturing, they must increase their population of Believers, and their Believers must become more vocal members of the school community” (Muhammad, 2009, p. 41).

“If schools are to transform their cultures into fertile ground for positive experimentation and student nurturing, they must increase their population of Believers, and their Believers must become more vocal members of the school community” (Muhammad, 2009, p. 41).

TweenersTo Find Comfort Zone Within the Organization

TweenersTo Find Comfort Zone Within the Organization

“The future of our schools is in jeopardy if we cannot create a system that protects and grooms our Tweeners into the types of educators that will ... adopt the types of philosophies and practices that increase student learning… Socializing them in the progressive and visionary goals of public school will ensure that Tweeners do more than stay in the profession; it will ensure their effectiveness for years to come” (Muhammad, 2009, p. 53).

“The future of our schools is in jeopardy if we cannot create a system that protects and grooms our Tweeners into the types of educators that will ... adopt the types of philosophies and practices that increase student learning… Socializing them in the progressive and visionary goals of public school will ensure that Tweeners do more than stay in the profession; it will ensure their effectiveness for years to come” (Muhammad, 2009, p. 53).

SurvivorsSurvive

SurvivorsSurvive

“The state of the Survivor cannot be ignored or easily fixed. The best and only real solution is to remove the Survivor from the conditions that caused the depression until he or she can get proper treatment. Wishful thinking or turning a blind eye will not solve the problem, and leaving Survivors in the environment that caused their psychological breakdown can only make matters worse” (Muhammad, 2009, p. 59).

“The state of the Survivor cannot be ignored or easily fixed. The best and only real solution is to remove the Survivor from the conditions that caused the depression until he or she can get proper treatment. Wishful thinking or turning a blind eye will not solve the problem, and leaving Survivors in the environment that caused their psychological breakdown can only make matters worse” (Muhammad, 2009, p. 59).

FundamentalistsMaintain the Status QuoFundamentalistsMaintain the Status Quo

“Fundamentalists pose the biggest and most critical challenge to schools seeking to create a healthy culture… Leaders in the public schools of the 21st century and beyond must realize that change is an inevitable part of organizational evolution. Those who are not poised to evolve and meet the ever-changing needs of the students they serve are doomed to eventually fail” (Muhammad, 2009, p. 81).

“Fundamentalists pose the biggest and most critical challenge to schools seeking to create a healthy culture… Leaders in the public schools of the 21st century and beyond must realize that change is an inevitable part of organizational evolution. Those who are not poised to evolve and meet the ever-changing needs of the students they serve are doomed to eventually fail” (Muhammad, 2009, p. 81).

Combating FundamentalistsCombating Fundamentalists

• They will try to DEFAME the messengers.• They will try to DISRUPT the change

itself.• They will DISTRACT from having to

face the facts.

STATUS QUOSTATUS QUO CHANGECHANGE

clash

stalemateFundamentalists School

Why Fundamentalists Resist Change

People persist when they are given no clear reasons to change.People persist when they are given no clear reasons to change.

• Use data and statistics that create a catalyst for change in an inspirational way, instead of a threatening way.

• Use empirical research that paints a clear picture that a technique or strategy is more effective than the one currently practiced.

• Create an organizational mission and vision that give a rationale for adapting a potentially more potent strategy.

(Muhammad, 2009, p. 88)

Why Fundamentalists Resist Change

People persist when they don’t trust the person who tells them to change.People persist when they don’t trust the person who tells them to change.

Why Fundamentalists Resist Change

People may persist because an unfamiliar alternative is even more frightening.People may persist because an unfamiliar alternative is even more frightening.

• In teams, examine the critical data to determine important areas of need.

• In teams, review relevant literature and research that support growth in critical areas of need.

• Engage staff in “addition by subtracting” – eliminating traditional staff meetings and instead dedicating that time to professional growth.

• Place teachers in diverse teams of study partners where they can problem solve and share insights.(Muhammad, 2009, p. 94-95)

Why Fundamentalists Resist Change

People may refuse to change because change may mean admitting failure.People may refuse to change because change may mean admitting failure.

• There is really only one solution – strict monitoring• “Leaders must send a message that the standards have

changed, and the only way someone will be allowed to be comfortable is through compliance with the new school paradigm” (Muhammad, 2009, p. 96).

Reflection

1. Estimate, by percentage, the presence of Believers, Tweeners, and Fundamentalists within your school/district.

2. How would you rate the strength of your core Believers, Tweeners, and Fundamentalists?

3. How effective have your school/district’s efforts to mentor/guide new teachers (Tweeners) been?

4. What strategies might be used to strengthen your Tweeners and strengthen their attachment/commitment to your school/district?

1. Estimate, by percentage, the presence of Believers, Tweeners, and Fundamentalists within your school/district.

2. How would you rate the strength of your core Believers, Tweeners, and Fundamentalists?

3. How effective have your school/district’s efforts to mentor/guide new teachers (Tweeners) been?

4. What strategies might be used to strengthen your Tweeners and strengthen their attachment/commitment to your school/district?

References

Muhammad, A. (2009) Transforming school culture: How to overcome staff division. Bloomington, IN: Solution Tree Press.