Learning, at its core, is change. Whether it’s a student grasping a new concept or a teacher refining instructional practices, learning involves a continuous cycle of reflection, adaptation, and growth. Research consistently shows that the process of change is fundamental to effective learning. For schools and districts aiming to improve student outcomes, this understanding must extend beyond the classroom and into the professional development of teachers and the onboarding of staff. The implementation of change management models that guide how educators and administrators adapt to new practices is essential for achieving the school or district’s vision—often framed around a "Portrait of a Learner." Without a structured approach to addressing how teachers and staff navigate change, even the most visionary initiatives can falter.
By integrating the Transtheoretical Model (TTM) into professional development and onboarding processes, schools and districts can create a unified model for change that supports learning at all levels. Research shows that "resistance to change is the number one reason why organization change initiatives fail" (Untitled document, p. 5). Educators, like any professionals, must be ready for change before they can effectively implement new strategies or embrace new district goals. A structured change management cycle ensures that readiness is assessed, interventions are tailored, and change is sustained—ultimately driving improvements in student learning outcomes.
[The Trans-Theoretical Model (TTM) developed by Prochaska & DiClemente; visualization created by Greg Mullen]
The Urgency of Change in Schools and Districts
Today, schools and districts face growing pressure to meet evolving standards, close achievement gaps, and prepare students for a rapidly changing world. Yet, many educational initiatives fail not because they lack merit but because they are imposed without preparing the staff for the change process. This is particularly evident in teacher professional development, where new teaching methods, curriculum standards, and technologies are often introduced without adequately addressing staff readiness. Similarly, onboarding new staff into a district vision—often encompassing goals such as a "Portrait of a Learner"—requires more than just policy presentations. It requires engaging teachers and staff in a change process that mirrors how students learn.
Educational leaders must move beyond the assumption that once a vision is articulated, the staff will immediately buy in. As the research underscores, successful change efforts require addressing the readiness of individuals, particularly when only "20% of employees are in the Preparation stage, ready to take action" (Untitled document, p. 5). Ignoring this reality often leads to resistance, resentment, and stalled initiatives. Districts that adopt a structured, stage-matched model for change can better align professional development and onboarding with the learning process, ensuring staff are supported as they navigate each phase of change.
A Stage-Matched Approach to School Change Management
The TTM offers a structured framework that aligns with the concept of learning as change. It identifies five stages of change: Precontemplation, Contemplation, Preparation, Action, and Maintenance. Each stage represents a different level of readiness to change, and interventions must be tailored to match where individuals are in this cycle. For example, a teacher in the Precontemplation stage may not yet see the need for adopting a new teaching strategy, whereas a teacher in the Preparation stage may be actively seeking resources and support to implement change.
For schools and districts, this means that a one-size-fits-all approach to professional development and onboarding will not suffice. Instead, leaders must assess where staff are on the continuum of readiness and match interventions to their needs. Research highlights the importance of this approach, noting that "pressuring employees to take immediate action can generate resistance and resentment" (Untitled document, p. 5). Districts can avoid these pitfalls by using TTM’s stage-matched interventions to guide staff through the change process, ensuring that teachers are not only aware of the need for change but are also motivated and equipped to embrace it.
The TTM Cycle: A Roadmap for Schools and Districts
The following cycle can be applied to schools and districts, ensuring that change initiatives are aligned with the learning process and that staff are supported at every stage:
The Four Phases of the Trailblazing Change Management Program offer a structured approach to school and district-level change initiatives, ensuring that the process is aligned with the readiness of staff, fostering engagement, and leading to sustained success. This cycle is built around the principles of the Transtheoretical Model (TTM) and includes the following key phases:
1. Identifying the Change Paradigm
The first phase of this Trailblazing approach involves recognizing the current landscape of the school or district and identifying the core issues that necessitate change. Leaders work collaboratively with their teams to assess the current situation, reflect on the "Portrait of a Learner" or other similar district vision, and determine areas where change is needed. This process involves raising consciousness within the organization to increase awareness of challenges and opportunities that support the change paradigm being introduced to staff. Understanding how the Stages of Change relate to school- or district-wide adoption of new initiatives becomes vital in understanding the role each phase plays in this cycle.
For this initial phase, the goal is to build a shared understanding among all stakeholders regarding the need for change and to address initial resistance. This ensures that the change initiative is framed in a way that resonates with staff and aligns with their professional goals and the district’s long-term objectives.
2. Surveying & Analyzing Data
Once the need for change is recognized, the second phase focuses on gathering data to assess the readiness of staff and identify potential barriers to change. This data-driven approach includes surveys, focus groups, and assessments that provide insight into staff attitudes, beliefs, and perceptions regarding the proposed changes. The data helps determine whether staff are in the Precontemplation, Contemplation, or Preparation stages, allowing for more effective, stage-matched interventions.
By analyzing this data, leaders can tailor their approach to address specific concerns, build motivation, and begin shifting the balance of pros and cons for staff, fostering readiness to progress through the stages of change. This phase is critical for understanding the pulse of the organization and making informed decisions about the next steps.
3. Personalizing Professional Development
In the third phase, the focus is on designing personalized professional development that meets the unique needs of staff at different stages of change. Based on the data collected in the previous phase, targeted training opportunities are created to support and empower staff as they move through the states toward action. For those in the Contemplation and Preparation stages, professional development might include small, actionable steps that encourage commitment to change, fostering self-liberation and building confidence in their ability to succeed. As individuals show behaviors that reflect their shift through each stage, interventions can be applied that move with the individual toward adopting and sustaining the change initiative.
This personalized approach ensures that all staff members—regardless of their initial readiness—are given the tools, resources, and support they need to embrace new practices. Whether through workshops, peer coaching, or collaborative learning communities, professional development in this phase is aligned with the action and reinforcement management processes, ensuring that staff are equipped to make and sustain meaningful changes.
4. Evaluation via Agile's Definition of Done
The final phase emphasizes evaluating the effectiveness of the change initiative using Agile’s Definition of Done. This approach establishes clear criteria for success and allows for continuous assessment of progress. Leaders and teams work together to create feedback loops, ensuring that staff receive regular feedback on their implementation efforts.
As with the Maintenance stage in the TTM, the focus here is on supporting staff in sustaining the changes they have implemented. Change processes involving stimulus control and helping relationships play critical roles in maintaining the momentum of change and preventing regression to prior habits. If progress is slower than anticipated, adjustments can be made based on the data gathered, ensuring that the process remains agile and responsive to the needs of the school or district. It's important to note that this Agile approach to monitoring progress ensures that change efforts are continuously refined and aligned with the school or district’s goals, as opposed to forcing change into predefined time-based buckets motivated by fear of punishment. It's this Agile approach that will lead to the sustainability of a culture that promotes ongoing development at all levels.
Learning as Change, Change as Learning
For schools and districts to truly improve student outcomes, they must recognize that learning itself is a process of change. This understanding should inform how they approach professional development and onboarding, ensuring that staff are not only equipped to implement new initiatives but are also supported through the change process. The Transtheoretical Model (TTM) provides a structured, evidence-based framework for managing change, allowing districts to assess readiness, match interventions to staff needs, and sustain change over time. By aligning change management with the learning process, educational leaders can create a more cohesive and effective environment for both teachers and students to thrive.
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