What should change feel like?

The Weight and Urgency of Educational Change

Yesterday, I blogged about the sweeping changes currently overtaking education—changes implemented rapidly, often without genuine consultation with those of us on the ground, and with an overt agenda. The weight of these changes is palpable. In fact, I found myself spending this Sunday reminding myself of all the reasons I love being a teaching principal, trying to restore the spark before stepping back into the classroom tomorrow.

There is no denying that change is essential. We must improve outcomes for our learners in literacy, mathematics and wellbeing. The need is real and urgent. However, it is equally important that the process of change prioritises teacher understanding and involvement. Only then can educators become the greatest advocates for real, lasting transformation.

The Importance of a Thoughtful, Staged Approach

Starting Small: The First Year

Change should begin with small, intentional steps. Those leading change usually know the end goal, but we cannot leap straight to the finish and expect everyone to adapt instantly. Real change requires those delivering it—teachers—to believe in it, and that belief grows from understanding.

The first year should focus on exploring the “why” behind the change. Teachers need time to digest the evidence, to see the change in action, and to grow their curiosity. Other development areas are temporarily set aside; the focus is clear. Some of us (myself included) will jump in wholeheartedly, experimenting and learning as we go. This is a time for developing understanding, not for criticism.

It is crucial that, during this year, certain key understandings are developed to ensure consistency. We need a shared set of principles. Too often, teachers embark on approaches labelled as the “Science of Learning” without being able to articulate what that means.

If I were leading this initial step for the current change agenda being pushed, I would focus on:

• A clear understanding of the principles of instruction,

• A working knowledge of the instructional hierarchy (to help end the false dichotomies in educational debate),

• An understanding of cognitive load theory.

These foundational concepts would serve us better than simply throwing new programmes or subject-specific professional learning at teachers.

Deepening Engagement: The Second Year

In the second year, we lean in further. There is still freedom to explore, but now there is an expectation that certain things will be put into place. This is the time for more targeted professional learning and development (PLD), but not everything at once. For example, we might focus on improving literacy as a whole, leaving maths for another year.

Some teachers will eagerly apply what they learn across multiple curriculum areas, but the core expectation is simple: implement what was learned in the first year, in one focused area. There is coaching, collaboration, and modelling of best practice, but no punitive judgement. We are all learners in this process.

Throughout these first two years, teacher voice is paramount—questioning, clarifying, disagreeing, justifying, reflecting, and refining. This journey is shared. Change is not something done to us; it is something we do together.

Consolidating and Expanding: The Third Year

By the third year, we are ready to soar. We have agreed on ways of working (with room for individual flair—teaching is still an art!) and are committed to consistent practice that benefits all learners. There remains much to learn, discuss, and refine. But now, the change is truly ours. We own it. We understand our “why” and move forward with confidence.

We do not rely on programmes; instead, we ground our teaching in sound principles. We are not reinventing the wheel, but neither are we being reinvented by it. We have robust professional understandings and are curious, seeking out new research and sharing insights with colleagues. By this stage, it is natural to apply what we have learned to other areas in need of development.

Sustaining and Springboarding: The Fourth Year and Beyond

By the fourth year, we are ready to embark on something new, following the same thoughtful process. We hold tight to the practices that are now embedded, using them as a springboard into new territory. For example, if our focus was literacy, perhaps now we look to refine handwriting, understanding there is more work to do. This is not a massive shift, as the professional groundwork is already in place—it is simply about taking our understandings forward, refining practice, and continually challenging ourselves to do better.

Of course, data has a role to play within this cycle of change, change should occur in response to a need and the data captured should genuinely capture the needs of our school community.

The True Nature of Lasting Change

This is how I approach change. It is not quick, but it is enduring. In this post I have discussed it in a apparently sequenced process, it does not happen that way and often change in one area, prompts quick change in another. Many aspects evolve as a natural consequence of our focus. The process is like a snowball—often, we end up in places we never anticipated. Like all learners, when given the freedom to be curious, we discover far more than we ever expected.

Change should never feel like a burden. While the initial stages may be uncomfortable, true change should feel:

• Exciting

• Interesting

• Fulfilling

• Justified

• Rewarding

• Needed

• Meaningful

• Transformative

The Collective Journey

If we truly want to create meaningful change for our learners, we must ensure that real and sustained transformation involves everyone. At times, each of us will play a role in leading that process. Together, we move forward—not just as educators, but as a community dedicated to the best for every learner.