GUIDE FOR EDUCATORS

It’s Not the Change – It’s the Transition

6 Min Read  •  Leadership and Mindset

Transitions is just a fancy word for: things are about to change!  This year, maybe more than any other in education, we’re swimming in change. Whether it’s a new position, a new classroom, a new program, or even a new career, it seems as though everyone is experiencing some kind of transformation.

You might even go so far as to say we’re in a period of upset. In this case, upset means to turn over. No matter what you name it (change, upset, transition, etc), anything new feels unsteady – maybe even scary.

But in the words of William Bridges (2009), “it isn’t the changes that do you in, it’s the transition”.

Three Phases of Transition

As Bridges (2009) shares, change is situational but transition is psychological. He places this psychological move into three phases:

  • letting go
  • the neutral zone
  • and the new beginning

The first phase seems to be the hardest because it’s essentially an ending. You let go, you say goodbye, you move on. And often, we’re just not good at letting go. We fear that nothing could be as good or better than what we currently have. So we hold on (sometimes longer than we should) out of fear of the unknown.

The neutral phase is somewhere in limbo. You’ve said your goodbyes, but the new state isn’t yet fully operational. It’s the messy middle where we’re not yet settled into a new state of being.

Finally, you welcome the new beginning with new energy and a new sense of purpose. The change has happened, you’ve mucked through the messy middle, and now you’re fully embracing the new normal.

Each of these phases are the transition from what was to what is or what is to become. So, it is not the actual change that’s difficult; it’s the transition.

Managing Change by Managing Transitions

As educators, we deal with changes on a daily basis.  Education is the leader in change.

We have to change our schedule because there’s an assembly. Change our planning period because of a fire drill. Change our lesson plans because something didn’t work. Or change because students were unsuccessful on an assessment.  And that’s just in our personal classrooms.

We also have to consider the policy changes, the standardized testing changes, and the all too familiar, right this minute staffing changes.

And if you’re moving into a different position or career path, that change comes with a whole new set of expectations, unknowns, and responsibilities.

With all of the inevitable changes, how do we prepare ourselves? By managing the transitions.

1: Accept the Change

Let’s assume you’re staying in the classroom, but know there are changes ahead this school year. Maybe it’s a new program, a new set of standards, or a new principal with new initiatives.

Begin with the specific changes you will be implementing within your classroom. Acknowledge that it will not always be easy for students to understand or accept the differences from previous years or teachers.

If you’re rewriting the procedures or routines for the class, be up front with the students.  Let them in on the process, have them help in the readjustment.

Maybe you want to add more STEAM, project-based learning, or standards based grading into your curriculum. Share it with your students, help them to understand the purpose, and then help them manage the transition.

When it comes to changes on the educational front, be ready – it’s never ending.  And it shouldn’t be.  We are charged with preparing students for a world that does not yet exist. So education must constantly evolve and adjust as our world evolves and adjusts.

If you’re in a new position, accept that this is a change and it means you’ll probably have some unexpected twists and turns as you lean into the new role. It’s okay to feel turmoil. Expect it, accept it, and keep going.

At the end of the day, not every change is the right change. But we need to anticipate change, accept it, and roll with it because educational change is an inevitable and constant cycle.

2: Be Consistent

Be very consistent with the change.  The worse thing to do is hype up a new beginning, and then a week later forget about it.  Make a point to revisit the psychological transition with your students (or staff) – and with yourself.  Check in at least once a month to see how you all are doing with the change.  Solicit everyone’s feelings and ideas, and make them a part of the process.

This also rings true for administrative or school-wide changes.  If a school intends to enact and implement a new change, then follow through with that change. Don’t allow it to fall by the way side as other more pressing issues arise.

Also know that being consistent also means taking time.  Transitions do not happen over night.  Allow mistakes to occur, allow time for full implementation, and overall be as consistent as possible.

3: Ensure Success

Help students (or yourself) to see the big picture: the end result.  If you’re moving into something tangible like arts integration, help students, staff members, and parents to see the purpose and the possibilities of success due to the change.

Even if you’re doing something more simple, like a routine change within the classroom, help students to see how this will make class run more efficiently and create a more successful learning environment.

The same goes for educational changes. It’s within our power to ensure the success of our students is the ultimate reason for change. Whether it’s a new curriculum, a new schedule, or a new staff, consider why it’s being done. If it’s for the betterment of students, great. Let’s work on how we can all support the effort. If it doesn’t appear to be for students’ best interests, dig into why the change is happening. Seek to understand first, and then decide how to move forward.

If the change is happening as part of a new career, get really clear on the stated (and unstated) expectations. Stated expectations are easy. You can work towards understanding those and then creating systems or structures to ensure you meet those expectations.

The ones you need to watch out for are what Brene Brown calls “stealth expectations“. These are the assumed roles, responsibilities, and duties that are outside our awareness. The best way to find these is to ask a lot of pointed questions. Find these hidden expectations and set yourself up for success with them by asking up front how to meet them.

4: Celebrate the Change

No matter whether the change is expected or not, you can approach it with an attitude of possibility for something better. Even the smallest changes can have large impact, so celebrate all of the little successes throughout the change.

Embrace failure as a means to grow. I like keeping the mindset “you either win or you learn – you never really fail”.

In the end, change is inevitable, but how you manage the transition can impact the effect of the change on you personally and professionally. Never stop winning, learning, and evoking more change!