How Do Varying Change Adopters Hijack Attempted Change?

As a brand-new leader to the team, I can remember observing shared looks and even rolled eyes from the others upon my presentation on a new online implementation I was proposing. I had conducted ample research and had received some preliminary support from others, but there three or four on the leadership team who had influence over whether my change to our program would see the light of day. It wasn’t the first or only change I had proposed to the group as I felt strongly about improving our program for the disenfranchised population we were supposedly committed to serve effectively. I had quickly become the “change agent” within our organization and was not gaining and friends because of it.

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K-12 Education: is the Forced Change During the Pandemic Sustainable?

As we have become increasingly aware, the challenges currently facing educators to effectively serve students during the COVID-19 pandemic are numerous. From transitioning instruction to a purely virtual modality to finding effective online resources, teachers have struggled to recruit and maintain student investment. As students have continued to try and adjust to a complete online way to attend school and learn, basic principles of traditional independent study have on the most part, been averted.

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