Our Interpretation of the Resistance.
If you have other good ideas or any thoughts on this exercise, send us an email.
| 1. The special education and general education programs at King Elementary tend to operate independently from one another. The special education teachers at King have expressed that they want general education teachers to adopt a behavior management program in their classrooms. The general education teachers feel that the special education teachers often try to force "special education" programs on to them. |
Explanation: This seems to be Level 3 resistance. King general and special education teachers do not seem to have a strong relationship. As a Linking Agent, you may want to set-up opportunities for general education teachers and special education teachers to get to know one another. Once this barrier has been overcome, the actual intervention can be explored.
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| 2. In the past year, Key Middle School has implemented several new programs. Every few months it seems that the administration at Key decides another new program is necessary. Teachers have spent the past few years devoting so much of their time to after-school staff development training. Key Middle School now wants to implement another new program, a technology program, but the teachers are weary from too much change. |
Explanation: This looks like Level 2 resistance. It seems that Key’s teachers are worn out from too much change. They might fear that the administration is not confident in their ability because it does not give them the autonomy to select their own programs or involve them in the decision-making progress. As a Linking Agent, you may first want to validate that this technology program is really necessary, and then see if they want to get involved in the planning. Teachers may be more interested if participation is voluntary. You may also try to get release time for teachers or stipends as an incentive to increase participation. First, though, you need to talk with the teachers and get to the heart of the problem. |
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| 3. The administration at Eastside Elementary has unilaterally decided to adopt a proven-successful schoolwide phonemic awareness program because of low reading scores on state assessments. Mrs. Davis, a 1st grade teacher, feels the way she and the other first grade teachers teach reading has been highly effective, and feels the program is unnecessary. |
Explanation: We see this as Level 1 resistance. Mrs. Davis has inadequate information. Her resistance may be because she does not realize that Eastside has low test scores or she does not realize that the phonemic awareness program can help raise test scores. Therefore, as a Linking Agent, you should talk with Mrs. Davis and explain that the administration is unhappy with the test scores, and that the phonemic awareness program has been proven to be effective in improving reading ability. You may want to prepare an information sheet that presents the low test scores or bring some reference about the effectiveness of phonemic awareness. |
