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When planning for change in any capacity, it’s common to think mainly about the process that’s being changed. That narrowed focus, though, can obscure the human part of the process. During the edLeader Panel “Leading Change: Adaptability Is the Skill of the Moment!” Steve Murley, retired superintendent and Managing Partner at SFM Consulting Group, shared a revised approach that emphasizes change leadership, and not just management, in order to achieve a successful outcome. The session was part of Trailblazing Leadership Week, featuring thought-provoking conversations with education leaders from across the nation.

In order to reenvision leading change, Murley said we need to rethink what leadership is. It’s not a position, he said, whether you are in charge of the process or not. Rather, leadership is how you influence how others experience change. In other words, a classroom teacher can exhibit leadership in how they interact with their colleagues, which can then influence their administration.

Next, before any plans are brought to staff, the administration must be clear about the why. The first question staff and educators will ask is why the school is making the change. They want to understand the research behind the change, how it will be implemented, and the expected outcomes. Giving staff concrete information about the change helps them see the vision for themselves.

Furthermore, as school leaders develop their story about the why, they also need to think about the different factors that can influence how a person responds to change. They may feel:

• Uncertainty about what is going to happen
• Loss because they are giving up a teaching method they feel successful at or a tradition that’s important to them
• A lack of control over how the change is happening
• A loss of identity about their role
• Fear about their competence in the new parameter
• Concern about trusting the people leading the change

These feelings will directly impact how even the most change-ready person reacts to a new initiative. Administrators need to take the time to talk to their staff to understand what emotions their people are bringing to the experience.

So, instead of asking “What needs to change,” it’s better to ask, “What will people need in order to navigate change?” What supports are being put in place to set them up for success? Adaptability, Murley explains, doesn’t just live within an individual. We often label people (e.g., early adopters, resistant to change) without thinking about the conditions created by change. If a teacher is struggling with change because they don’t have enough support, that’s a problem to solve for both the teacher and the administrator.

When people are resistant, ask these questions first:

• What are people protecting? What do they think they will lose with this change?
• What are they uncertain about? What information do they need that you haven’t provided yet?
• What are they seeing that I might not see? What experience do they have that needs to be factored into our plan?
• What would help them move forward?

For example, a teacher of 15 years may have become an ELA teacher because they love literature. The change from whole language to the Science of Reading may have them grieving the lessons they’ve taught for years, concerned about whether or not the new curriculum will focus mostly on mechanics, and worry about whether or not they will be able to adapt to the new pedagogy. Support for this teacher might begin with one-on-one conversations that let them express their fears. Of course, they need to be able to answer the teacher’s questions about why the change is occurring. Then, their principal could also discuss with them what kind of training the teacher feels they need—perhaps beyond what’s already planned—to feel confident. The principal might also pair them with a mentor-colleague who has experience in the new method and can guide them. Finally, a veteran teacher who has been through previous large-scale changes at the school might have needed insights into how to effectively execute the plan for that community.

Ultimately, when implementing change, the goal is to get everyone to think about the possibilities. Here are five steps Murley says can help everyone build adaptability:

1. Notice: Recognize your response before reacting and think through why you are responding that way.
2. Focus: Put your energy, as much as possible, into areas where you have control and have influence over the outcome.
3. Get curious: When people resist, don’t dismiss them. Investigate the different perspectives and gather information.
4. Create clarity: Be clear about what is known and unknown, as well as progress towards. Don’t overpromise, and don’t waffle about whether or not the change is happening.
5. Build capacity: The change should happen to your educators and staff—they need to be a part of the process and given space to experiment, learn, and adapt.

Learn more about this edWeb broadcast, Leading Change: Adaptability is the Skill of the Moment! presented by ERDI

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Article by Stacey Pusey, based on this edLeader Panel