FOCUS BEYOND THE BASICS

FLIP
THE SCRIPT
ON CHANGE
EXPERIENCE SHAPES TEACHERS’ ATTITUDES AND BELIEFS

BY THOMAS R. GUSKEY

T
eaching is a demanding In a recent research column for The of six grade-level teams of teachers
profession. Teachers dedicate Learning Professional, Elizabeth Foster (grades 3-5) who met biweekly to
themselves to having all their (2019) reviewed a study that considered discuss various examples of student
students learn well and take this issue. Margaret Evans and her performance data.
pride in seeing their students’ colleagues (Evans, Teasdale, Gannon- What Foster found surprising
learning success. But what happens when Slater, La Londe, Crenshaw, Greene, & was that teachers attributed students’
students don’t succeed? How do teachers Schwandt, 2019) investigated teachers’ performance to their instruction only
explain students not learning well or not perceptions of student achievement 15% of the time. Far more frequently,
reaching expected levels of achievement? data. Their study focused on the work they connected results to student

18 The Learning Professional | www.learningforward.org April 2020 | Vol. 41 No. 2

MODEL OF TEACHER CHANGE

Change in Change Change in

Professional teachers' in student teachers'
learning classroom learning attitudes
practices outcomes and beliefs

characteristics, particularly students’ with new information or situations that

behavior, effort, or background. This article is based on a chapter contradict their current beliefs, ideas, or
We’ve long known that individual from the book Get Set, Go! by values.
student characteristics, family Thomas R. Guskey (Solution Tree To deal with the psychological
background, and neighborhood Press, 2020). discomfort of this dissonance,
experiences contribute to students’ individuals do one of three things. They
performance in school (Stewart, can avoid the contradictory information
2008). We also know that many teachers recognize that what they do or situations that prompt the
of these student characteristics lie matters and they can have an important dissonance; alter their understanding
outside teachers’ control. Nevertheless, impact on how well students learn? of the new information or situations to
significant research also shows that, reduce the dissonance; or revise their
among school-related factors affecting WHAT DOESN’T WORK? beliefs, ideas, or values to align with the
achievement, teachers matter the most. Many education leaders, writers, new information or situation.
Studies estimate that teachers have and consultants think the best way to In other words, they can ignore
two to three times the impact of any change teachers’ beliefs is through logic, the new, change the new to fit their
other school factor, including services, reason, and philosophical arguments. view, or change their view to align with
facilities, and even leadership (Hattie, They approach change by presenting the new. The most difficult of these
2003; Rand Education, 2012). logical and carefully reasoned points to accomplish is the third: revising
The results of the Evans et al. that illustrate discrepancies between personal beliefs, ideas, or values.
(2019) study prompt two important current evidence and teachers’ The leaders, writers, and consultants
questions for those who design and perspectives. They believe that seeking to initiate reforms generally try
lead professional learning. First, how when teachers see these logical and to create cognitive dissonance in one
did these teachers come to their beliefs? philosophical inconsistencies, they will of three ways: confrontation, mental
Specifically, why do they see their recognize the errors in their thinking manipulation, or emotional appeal.
instructional practices as having so and commit to change. Those who use confrontation
little influence on student learning? In essence, they are trying to create typically begin by describing the
And second, how can we change what psychologists refer to as “cognitive beliefs or practices they want teachers
this? If teachers viewing evidence of dissonance,” a concept originated over to change as traditional. They initially
student learning see their impact as so a half century ago by psychologist Leon portray the traditional as innocent,
modest, the prospects for improvement Festinger (1957). Cognitive dissonance innocuous, and generally accepted.
are pretty dismal. How can we help occurs when individuals are confronted But they quickly turn the tables and

April 2020 | Vol. 41 No. 2 www.learningforward.org | The Learning Professional 19

FOCUS BEYOND THE BASICS
label demeaning, student-unfriendly change as a moral imperative. practices, and student learning
practices as traditional, then present Unfortunately, these techniques outcomes, including achievement,
the practices they advocate as the most rarely produce significant and enduring engagement, and attitude. What
effective path to reform. change. As renowned psychologist educators don’t agree on is the order of
Those who use mental manipulation Edward de Bono noted, “Logic will these changes.
generally construct arguments to never change emotion or perception” As described earlier, many
show educators the wrongness of (quoted in Balakrishnan, 2007). professional learning efforts are based
their thinking, the illogic of their Emotions, attitudes, perceptions, and on the assumption that change in
assumptions, or the inappropriateness beliefs are not formed intellectually, teachers’ attitudes and beliefs will lead
of their beliefs. They attempt to and they typically are not defended to changes in their classroom practices,
persuade through mental entanglement, rationally. Instead, they are driven by which, in turn, will result in improved
convincing educators that their beliefs what people have previously known and student learning. However, modern
cannot be justified through reason or experienced. investigations of teacher change show
logic. that this assumption is generally
Those who use emotional appeal try WHAT DOES WORK? inaccurate, especially for experienced
to instill in educators a highly emotional Ensuring positive and sustained educators (Putnam & Borko, 2000).
response to their ideas and opinions. change requires a different view of the Instead, significant changes in
They tell heart-wrenching stories of the change process, one that challenges the teachers’ attitudes and beliefs take
hardships students suffer and the alleged commonly assumed impetus for change. place only after positive change in
devastating effects of the policies or Educators generally agree that student learning is evident. These
practices they want educators to change. improvement efforts are designed to improvements in student learning result
They stress that continuing these policies bring about change in three major areas from specific changes teachers make in
and practices will have dire consequences (Learning Forward, 2011): teachers’ their classroom practices — e.g. new
for students and, as a result, present attitudes and beliefs, teachers’ classroom materials or curriculum, new classroom

LEARNING
FORWARD

BOOK
STORE

MBE
ME RS
The premier collection of professional learning ideas and resources SAVE
courses.
on books,

for increasing educator learning and improving student achievement.

learningforward.org/store 20%
l in e

eb i
nars, and on
w

20 The Learning Professional | www.learningforward.org April 2020 | Vol. 41 No. 2

Flip the script on change

policies and practices (Guskey, 1986). school football team in Alexandria, essential to program impact. Successful
As the model of teacher change on Virginia, in the early 1970s. Changing implementation requires a critical
p. 19 illustrates, the critical point is the experience of these young athletes balance between the workload
that professional learning alone rarely transformed their attitudes and beliefs. requirements of teachers and vital
yields significant change in teachers’ Similarly, meaningful change in dimensions of innovation fidelity.
attitudes, beliefs, perceptions, or teachers’ experience is key to significant
dispositions. These attributes change change in their attitudes and beliefs. 3. Feedback on results is essential.
only when teachers have clear evidence For new practices to be sustained
of improvement in students’ learning 2. Change is a gradual and difficult and changes to endure, teachers need
outcomes (Guskey, 1989, 2002). process, especially for teachers. regular feedback about the effects of
Experience shapes teachers’ Becoming proficient at something these efforts. Success is reinforcing.
attitudes and beliefs. Teachers retain new and finding meaning in a new way People tend to repeat the actions that
and repeat practices that work, whether of doing things requires time and effort. cause it and decrease or halt actions
in motivating students, managing Any change that holds great promise that don’t. This is especially true of
student learning, or helping students for increasing teachers’ effectiveness and teachers, whose primary psychological
attain desired learning outcomes. enhancing student outcomes will likely rewards come from feeling certain
They generally abandon practices require extra work, especially when about their capacity to affect student
that don’t work or fail to yield any beginning. This can significantly add to growth and development (Huberman,
tangible evidence of improvement. teachers’ workload. 1992). Professional learning initiatives
Therefore, the endurance of any change In addition, change can feel must include procedures that offer
in classroom practices and procedures threatening and usually brings a certain teachers frequent and specific feedback
relies on demonstrable results in student amount of anxiety. Trying something on results.
outcomes. new means risking failure, which However, that feedback must
runs counter to most teachers’ strong be based on evidence that teachers
IMPLICATIONS OF THE MODEL commitment to ensuring every student trust and find meaningful. Equally
This alternative change model learns. Therefore, even when presented important, it must be evidence
yields several powerful implications for with evidence from carefully designed that comes rather quickly (Guskey,
those who design and lead professional experimental studies, teachers do not 2007). With instructional reforms,
learning. easily alter or discard the practices they for example, it would be helpful for
have developed and refined in their teachers to see not only improved
1. Efforts to change attitudes and classrooms (Hargreaves, 2005). classroom assessment results, but
beliefs directly rarely succeed. It is also important to recognize also students more engaged in class
Leaders who set out to change that every school will not implement activities, more willing to participate in
teachers’ attitudes and beliefs directly reforms identically. Reforms based class, or developing greater confidence
are mostly doomed to fail. Modest on assumptions of uniformity in the in themselves as learners. Teachers
change may be possible and definitely educational system repeatedly fail won’t wait two or three months to see
should be sought. When presented (Elmore, 1997). Any change must strike if new strategies or practices work. They
with new ideas and supporting evidence an appropriate balance between program want to see evidence of change in their
on new approaches to instruction, for fidelity and contextual conditions. students within a few weeks or a month
example, teachers’ attitudes may be Researchers point to the need for at most.
moved from cynical to skeptical and “mutual adaptation” (McLaughlin,
they may consider new points of view. 1976): Individuals must adapt to 4. Change requires continued
But confidence in a new approach and implement the new policies and follow-up, support, and pressure.
commitment to it are rare up front. The practices, but the innovation also If change in teachers’ attitudes
best that can be hoped for is a tentative, must be adapted to fit the unique and beliefs occurred primarily before
“I’m not sure, but I’ll give it a try.” characteristics of the context. the implementation of new practices
The key to success rests in changing Too much change in either or innovations, the quality of the
their experience. The film Remember direction can mean disaster. If initial professional learning would be
the Titans provides an excellent the innovation requires too much of utmost importance. But because
example of how changing experience adaptation from individuals, evidence of improved student outcomes
can lead to changed attitudes. Based implementation is likely to be is necessary for change, it is the
on a true story, the film portrays mechanical and ineffective. But too continuous follow-up that teachers
African American coach Herman much adaptation of the innovation receive that is most crucial.
Boone’s efforts to integrate a high may result in the loss of elements Support should be coupled

April 2020 | Vol. 41 No. 2 www.learningforward.org | The Learning Professional 21

FOCUS BEYOND THE BASICS
with pressure. Support allows those in the model presented here will not Guskey, T.R. (2018, September
engaged in the difficult process of only facilitate change but also ensure its 9). How can we improve professional
implementation to tolerate the anxiety endurance. inquiry? Education Week Blog. http://
of occasional setbacks. Pressure is often blogs.edweek.org/edweek/finding_
necessary to initiate change among REFERENCES common_ground/2018/09/how_can_
those whose self-impetus for change Balakrishnan, A. (2007, April we_improve_professional_inquiry.html
is not great (Corcoran, Fuhman, & 23). Edward de Bono: ‘Iraq? They Hargreaves, A. (2005).
Belcher, 2001) and ensure persistence just need to think it through.’ The Educational change takes ages: Life,
in the challenging tasks intrinsic to all Guardian. https://www.theguardian. career, and generational factors in
improvement efforts. com/education/2007/apr/24/ teachers’ emotional responses to
Of all aspects of professional highereducationprofile.academicexperts educational change. Teaching and
learning, follow-up is perhaps the Corcoran, T., Fuhman, S.H., & Teacher Education, 21(8), 967-983.
most neglected. Yet to be successful, Belcher, C.L. (2001). The district role Hattie, J. (2003, October).
professional learning must be seen as a in instructional improvement. Phi Delta Teachers make a difference: What
process, not an event (Learning Forward, Kappan, 83(1), 78-84. is the research evidence? Paper
2011). Learning to be proficient at Elmore, R.F. (1997). The paradox presented at the ACER Research
something new or finding meaning in of innovation in education: Cycles of Conference, Melbourne, Australia.
a new way of doing things is difficult reform and the resilience of teaching. http://research.acer.edu.au/research_
and sometimes painful. Teachers need In A.A. Altshuler & R.D. Behn (Eds.), conference_2003/4
support to ensure that improvement Innovation in American government: Huberman, M. (1992). Teacher
is seen as a continuous and ongoing Challenges, opportunities, and dilemmas development and instructional mastery.
endeavor. (pp. 246-273). Brookings Institute Press. In A. Hargreaves & M.G. Fullan (Eds.),
Evans, M., Teasdale, R.M., Understanding teacher development (pp.
ALTERING TEACHERS’ Gannon-Slater, N., La Londe, P.G., 122-142). Teachers College Press.
EXPERIENCE Crenshaw, H.L., Greene, J.C., & Learning Forward (2011).
Those who design and lead Schwandt, T.A. (2019). How did that Standards for Professional Learning.
professional learning must ensure happen? Teachers’ explanations for Learning Forward.
that teachers implement practices low test scores. Teachers College Record, McLaughlin, M.W. (1976).
that have strong research support and 121(2), 1-40. Implementation as mutual adaptation:
yield evidence of success that teachers Festinger, L. (1957). A theory of Changes in classroom organization.
can experience firsthand. Examining cognitive dissonance. Stanford University Teachers College Record, 77(3), 339-351.
evidence on students’ performance is Press. Putnam, R.T. & Borko, H.
vital to improving educational outcomes. Foster, E. (2019). Study examines (2000). What do new views of
But for these examinations to be teachers’ perceptions of student knowledge and thinking have to say
effective, teachers must believe their achievement data. The Learning about research on teacher learning?
actions influence those outcomes. Professional, 40(3), 20-23. Educational Researcher, 29(1), 4-15.
Implementing innovations that lack Guskey, T.R. (1986). Staff Rand Education. (2012). Teachers
supporting research evidence and development and the process of teacher matter: Understanding teachers’ impact
fail to yield positive results causes change. Educational Researcher, 15(5), on student achievement. RAND
teachers to believe their actions 5-12. Corporation. https://www.rand.org/
don’t matter (Guskey, 2018). This Guskey, T.R. (1989). Attitude pubs/research_reports/RR4312.html
diminishes teachers’ enthusiasm toward and perceptual change in teachers. Stewart, E.B. (2008). School
professional learning and challenges International Journal of Educational structural characteristics, student
their belief in their own effectiveness. Research, 13(4), 439-453. effort, peer associations, and parental
Because experience shapes teachers’ Guskey, T.R. (2002). Professional involvement: The influence of school-
attitudes and beliefs, change efforts development and teacher change. and individual-level factors on academic
must focus on altering teachers’ Teachers and Teaching: Theory and achievement. Education and Urban
experience. They must help teachers Practice, 8(3/4), 381-391. Society, 40(2), 179-204.
gather that evidence to verify positive Guskey, T.R. (2007). Multiple •
results when they occur and make sources of evidence: An analysis of Thomas R. Guskey (guskey@
necessary revisions when they don’t. stakeholders’ perceptions of various uky.edu) is senior research scholar
Change is a complex process, but indicators of student learning. at the University of Louisville and
it’s not haphazard. Careful attention Educational Measurement: Issues and professor emeritus at the University
to the order of change events described Practice, 26(1), 19-27. of Kentucky. ■

22 The Learning Professional | www.learningforward.org April 2020 | Vol. 41 No. 2

Reproduced with permission of copyright owner. Further reproduction
prohibited without permission.