ABSTRACT

Change means leaving “what we are” and becoming “what we are not” (Barott & Raybould, 1998, p. 31). It can be unnerving to leave behind the comfortable and step into the unknown. Fullan (1982) believes that “all real change involves loss, anxiety, and struggle” (p. 25). Not surprisingly, educators tend to resist change; the reasons may include

♦ The perception that change is a personal or professional attack

♦ The loss associated with change

♦ The history of change in the school or district

♦ Community or district reaction to change

♦ The possibility of added individual responsibility and accountability as a result of change

Change also means admitting that a practice needs to be modified, extended, or implemented. Teachers must trust coaches, colleagues, and administrators, as well as themselves. Whether development takes the form of mentoring, peer coaching, or reflection, teachers must trust that feedback will be constructive, based on best practice, grounded in research, and not in any way a personal attack.