Rethinking Academics: Why Change?
Why schools struggle to change and what it takes to move forward.
Rethinking Academics: Why Change?
Why is change in schools so difficult?
Most educators want to improve. Leaders cast vision, new ideas are introduced, and yet meaningful change often moves slowly or stalls altogether.
In Episode 11 of I Demand A Meeting, Jesse and I explore why that happens and what it takes for schools to move forward.
1. Change Is Harder Than We Think
One of the most honest realities we discussed is that people naturally resist change. As Jesse noted, our bodies seek equilibrium. We are wired to stay with what is familiar.
Jared added that we don’t want to change because most believe there is no reason to change. We’re happy with the way things are.
This shows up in schools every day. Even if and when better approaches are introduced, hesitation follows, not because teachers lack care or commitment, but because change requires stepping into uncertainty. Fear of the unknown is often the greatest barrier.
2. Vision Must Be Shared
Because change is difficult, vision must be shared, not just stated.
It is not enough for leaders to know where they want to go. Teachers and staff need to understand it, believe in it, and see how it connects to their daily work. When that connection is missing, change feels like another initiative. When it is clear, it becomes a collective effort.
In schools with strong history and culture, this alignment matters even more. New ideas must reinforce the mission rather than compete with it.
3. Culture Shapes the Pace
Every school has a culture that shapes how change unfolds.
Some schools are ready to move quickly, while others require a slower, more relational approach. Ignoring this reality can cause even strong ideas to fail. Understanding the people, history, and relationships within a school allows leaders to introduce change in a way that fits the context.
Effective leadership adapts to culture rather than working against it.
4. Start Small to Build Momentum
One of the most practical strategies is to start small.
Rather than attempting large-scale change all at once, leaders can begin with a pilot group. These teachers can test ideas, refine practices, and demonstrate what is possible within the school’s own context.
As results become visible, trust grows. People are more willing to engage when they can see change working in real classrooms.
5. Growth Requires Trust and Discomfort
Change is not only structural. It is relational.
Teachers need support as they try new approaches, which requires trust, clear communication, and space to grow. It also requires a willingness to step into discomfort.
When leaders model vulnerability and a commitment to growth, they create an environment where others can do the same. This is where meaningful change begins.
Final Thought
Rethinking academics is not just about new strategies but about leading change well. A shared vision, an awareness of culture, and a willingness to start small all contribute to lasting progress.
When these elements are present, schools are better positioned to grow and serve students well, helping them develop the knowledge, wisdom, and responsibility needed for what lies ahead.
“What I was describing, was like speaking Chinese.and was not something familiar to them…it was not ingrained…..”
Chinese being used as an example prompted me to look up how many different dialects there were in Chinese. Turns out there are 7. Since different dialects involve their own unique rhythms, rules, structure and shape depending on what is “normal” for that regional culture, it just got me thinking…I wonder if it might not be a “language” issue but a “dialect” issue. After a pause for reflection paired with empathy, and time for reframing, moving forward can feel less uncertain and more grounding for all stakeholders.