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When my family recently visited the Rocky Mountain National Park, we enjoyed drives through snow-peaked mountains. 

But my 13-year old son, Jack, was most excited about hiking and climbing. One morning, we gathered the family by Shadow Mountain Lake, and began a hike along the lake that eventually led to a 3-mile ascent to a lookout tower on the summit of nearest mountain.

At first, we were excited and full of energy. But as we climbed, the ascent became more difficult. Soon we were stopping for breaks, and at times, I began wondering if the climb was really worth it. At times, we were so tired, no one was talking as we trudged up the hills — sweating and panting as we climbed the steeper inclines. But when we reached the top, it was so worth it. Spread below us was a panaroma of mountains and lakes. We sat down and soaked in the beauty. Soon we were laughing, taking photos and making new memories.

Whenever I think about school-wide changes, I like to remember the lessons of a long hike. Most changes begin with a vision of the end-goal in mind. You gather your team, your map out plans, and you begin implementation. But along the way, people begin to push-back or resist. Others may grow tired or overwhelmed. Some may decide they don’t want to participate any longer. But if you can help others reach successful destinations, the hard work is worth it.

How do you lead and manage changes so that your school community can reach the goals you set together?  This week, author and principal Jen Schwanke serves as co-host as we discuss several takeaways for school leaders to keep in mind for implementing and managing school-wide changes:

Introducing and Managing School-wide Initiatives or Change

1. Slow down and take the time making sure the change is necessary.

Before you can lead anyone through the change, you must first answer this important question: “What problem are we actually trying to solve here?” If there is no problem, don’t introduce change just for the sake of change. People must know the “why” involved in change. 

2. Be careful of introducing too much change. 

If possible, start conversations about change the year before they will happen (if possible). Your teachers and staff already have a lot on their plats. So start small. Include teachers or interested team members in exploring change, taking teachers on trips to see models that work, and anticipate how to mediate the anxiety others have with change. When possible, beta-test or pilot models in small groups or in isolated settings before fully implementing. 

3. Find what your school needs vs. what you have seen/heard from others. 

If you are reading books, attending conferences, or visiting with other schol leaders, you may be tempted to want to adopt every great practice you observe. Before introducing change, however, anticipate mindsets. People like to feel like they’re coming home after summer break. So Introduce change in small ways. Find those on your team who can help lead change, rather than trying to lead change alone. And as you do so, hold on to the meangingful practices in your school that already work and your school community already enjoy.

4. Anticipate resistance. 

In Brene Brown’s book,

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