Evidence Based Best Practices in Education

Warning Signs of Resistance to Change in a School

Lack of engagement in professional development is a big flashing red indicator that teachers and administrators might resist change when it comes along. In fact, in my experience as well as what I have gleaned from the readings, one of the most telling signs of resistance to change is when stakeholders such as teachers and staff show a lack of interest and engagement in taking opportunities for professional development. As Danielson (2006) points out, this is a problem because a thriving school culture is one where continuous learning and growth are valued by all team members. And if teachers are not actively participating in new training sessions, they are likely going to resist embracing new methods or practices when it is time for them to be implemented.

Another warning sign is negative communication that persists. Deal & Peterson (1999) discuss the importance of narratives and stories within the school culture, and they note that when the dominant narratives that stakeholders (teachers/administrators) share are negative or focus only on past failures rather than on future possibilities, it tends to mean that these people are rooted in the past and are unlikely to be open to changes. This kind of negativity often is manifested in gossip, complaints without offering solutions, and in an all-around general tone of cynicism.

Ways Teacher Leaders Can Foster a Positive School Climate

I believe that teacher leaders can foster positive school climate by using their credibility and reputation to advance advocacy for evidence-based changes. This means using their authority, so to speak, to rally support for changes that work. Teacher leaders have a unique position of being in the classroom and understanding the challenges firsthand, and they can use their credibility push for changes that have been proven to be effective by evidence and are thus viewed as best practices. For example, after reading about the benefits of a learning-centered school culture on the e-Lead website, a biology teacher might pilot a student-centered approach in their classroom. After showing the positive outcomes, they can then encourage other teachers to adopt similar methods. This approach aligns with Danielson's (2006) emphasis on the importance of teacher leadership in strengthening professional practice.

Building relationship based on trust and collaboration also helps. In fact, relationships are at the heart of a positive school culture. Teacher leaders can use their good relationships with colleagues to foster a culture of supportiveness and collaboration. For example, they might hold regular peer mentoring sessions, where teachers get together to talk and brainstorm. This would help with solving problems they face and giving everyone a sense of unity and purpose. Deal & Peterson (1999) emphasize the importance of rituals like this in shaping school culture. Teacher leaders can initiate positive rituals to change negative narratives into positive ones.

Personal Experience

In my own experience teaching high school biology, I once encountered resistance when trying to implement a new hands-on lab approach. Some teachers were accustomed to the traditional lecture-based format and were skeptical of the new method. However, I used my credibility and good reputation as someone passionate about biology and student engagement, and thus I was able to pilot the approach in my classroom. The results were overwhelmingly positive. Students showed increased interest and better retention of the material. I then shared these results with my colleagues, and many of them saw the benefits and adopted the approach in their classrooms. This taught me how evidence-based advocacy has so much power and why it is important to persist and keep at it even in the face of resistance from one’s own peers and colleagues.