Episode Summary

In this episode, I reflect on the reality that change is one of the few guarantees in education. New initiatives, programs, expectations, assessments, and systems constantly emerge. Some changes feel exciting and useful, while others create uncertainty, frustration, or resistance. The challenge is learning how to respond thoughtfully when educators do not have much control over whether the change happens.

I share how a shift in my own thinking about assessment improved my teaching. Instead of only asking whether I had taught something, I began asking whether students had actually learned it and what evidence I had to support that conclusion. That evidence helped determine what needed reteaching, intervention, enrichment, regrouping, or a different instructional approach.

I also explore the role of collaboration in navigating change. PLC conversations, shared reflection, common assessments, and honest professional dialogue can strengthen implementation, even when team structures look different. Collaboration does not have to be perfect or identical across schools. What matters is that educators are working together to examine evidence, reflect on practice, and improve outcomes for students.

Mandated change becomes more manageable when educators understand its purpose and are included in the conversation. Transparency, clarity, and meaningful involvement help build trust and buy-in. Teachers must remain adaptable, but they should not accept every change blindly. The real goal is to adjust thoughtfully while protecting professional judgment, relationships, and the practices that lead to meaningful learning.

Show Notes

• Navigating mandated change in education
• Moving from teaching to evidence of learning
• Using assessment to guide instructional decisions
• The value of PLCs and collaboration
• Transparency, purpose, and teacher buy-in
• Balancing adaptability with professional judgment

Key Takeaways

• Change is a constant part of education
• Evidence of learning should guide next steps
• Collaboration strengthens implementation
• Educators need to understand the purpose behind change
• Adaptability should not replace professional judgment

This is Mr. Funky Teacher with BeSFunkyTeacher.com. I'm coming to you with another Be a Funky Teacher podcast. Welcome back, everyone.

Today's episode is called Teaching When Change Is Mandated.

One thing education guarantees is change.

New initiatives.

New expectations.

New systems.

New approaches.

And honestly, sometimes those changes feel exciting.

Other times, not so much.

One shift that changed my thinking over time involved assessment.

I started thinking less about, “Did I teach it?” and more about, “Are students actually learning it?”

And maybe even more importantly, “What evidence do I have?”

That shift changed how I think about assessment because collecting evidence of learning started changing what I taught next.

How I grouped students.

What needed reteaching.

What needed an intervention focus.

What might need enrichment.

And honestly, that change made me a better teacher.

Before we get into it, I want to ground myself in gratitude. Here are three things that I'm thankful for.

The first thing that I'm thankful for is fresh sheets on the bed.

There's something so nice, simple, and wonderful about climbing into fresh sheets at night.

The second thing that I'm thankful for is songs that instantly improve your mood.

Music has such a powerful way of shifting energy very quickly.

And the third thing that I'm thankful for is watching people grow over time, whether they're students, family members, or friends.

Growth is incredible and very powerful to witness.

Well, let's get back into the main topic.

Schools constantly evolve.

Curriculum changes.

Assessments and assessment systems evolve and change.

Technology changes.

Expectations change.

And sometimes educators do not get much voice in whether change happens.

Now the real question becomes: How do we respond?

So the topic once again is Teaching When Change Is Mandated.

Here's what I've been thinking.

Change is constant in education.

Education rarely stays still for long.

New programs emerge.

Expectations shift.

Systems evolve.

And teachers constantly adapt.

Learning how to navigate change becomes part of the profession itself.

And initial resistance is human.

Let's just be real.

Having some resistance is a human feeling.

Not every change feels exciting immediately.

Sometimes educators feel skeptical, overwhelmed, or uncertain.

Those reactions are normal because change creates disruption before comfort develops.

And some change has improved practice.

Not every mandated change is harmful.

Now, there are some mandated changes that are harmful.

We have seen changes affect education for the worse.

But there are also mandated changes at the state level, federal level, district level, or even building level that have been beneficial.

They have affected students and staff in positive ways.

Sometimes change pushes educators to reflect, adapt, and improve their practice.

Growth sometimes comes from uncomfortable places, even when the change was not originally welcomed.

Evidence changes instruction.

Assessment should inform next steps.

Gathering evidence matters because it changes decision-making.

Students show us what they understand, where confusion exists, and what support is needed next.

That information helps teachers respond more intentionally.

I love evidence.

I'm a big believer in evidence.

When you purposefully use evidence to drive change—change in teaching, change in resources, or change in systems—that evidence is critically important for teachers, administrators, and policymakers.

Evidence is critically important.

Teacher-driven assessments feel different.

Assessments built closely around instruction often feel more useful.

Teachers understand the context.

Teachers understand student needs and instructional goals.

That connection makes evidence more actionable because it directly affects teaching decisions.

Assessment becomes more powerful when it informs action, not just measurement.

And collaboration can strengthen change.

Collaboration matters.

I think about PLCs and PLC conversations and how much they matter.

Common assessments matter.

Shared reflection matters.

We're reflecting as a team.

Working together often improves implementation and strengthens teaching practice.

So I cannot stress enough how important I believe collaboration can be in education.

And that wasn't always my thinking.

I think about the first nine years of my teaching.

I was the only fifth-grade teacher in the building.

When we started doing PLCs and began the PLC process, I worked with the fourth-grade teacher.

That was my PLC collaboration partner.

We taught different things.

I think the PLC world calls us “singletons,” where you might teach different content.

I wasn't teaching fourth-grade content.

My PLC partner wasn't teaching fifth-grade content.

But we still had that common purpose of trying to impact students in a real way.

We worked to improve what we were doing to meet student needs and to remain reflective along the way.

We were still able to collaborate in that sense.

We were still able to look at data.

We might not have been giving the exact same tests and assessments, and that was all right.

It has to look different for different teams based on their circumstances.

Just the fact that teams collaborate, talk, brainstorm, and reflect together is so powerful.

It strengthens change.

So I want to say it again.

Working together often improves the implementation of what we do as educators.

And it ultimately makes teaching practice stronger.

Change creates opportunities for reflection.

New systems sometimes force educators to reconsider old habits, ask hard questions, and examine effectiveness more closely.

Reflection often leads to growth, even when change initially feels uncomfortable.

Mandates feel different when the purpose is clear.

Educators often respond better when they understand the why.

Understanding the purpose helps create buy-in.

Transparency builds trust.

Clarity matters greatly when implementing change, especially during difficult transitions.

And I think that's where an administrator—or whoever may be pushing the mandated change—comes in.

They have to include the stakeholders.

I know that's one of those words we hear a lot.

The people who are affected.

Getting them involved in those conversations is so important.

I know those terms can almost sound like buzzwords, but you have to include the people the change impacts.

You can't isolate those people.

You can't simply bring a change down on people and think, “They'll just suck it up and deal with it.”

No.

You have to include them as part of the conversation.

You have to help them see the purpose.

You have to paint the picture.

You have to help create buy-in.

That's critically important.

And that's where transparency comes in.

Being very clear about a mandate is part of the process.

But that doesn't mean it makes the process less messy sometimes, right?

Adaptability is now a professional skill.

Modern educators constantly adapt.

Think about it.

New tools.

New systems.

New expectations.

Adaptability has become an important teaching skill itself.

That flexibility supports long-term success.

And human judgment still matters most.

Y'all, systems change.

Policies shift.

Programs evolve.

But professional judgment remains essential.

Teachers still interpret evidence.

They build relationships.

They make instructional decisions every single day.

Teaching when change is mandated often becomes about balancing adaptability with humanity.

Well, as I do a reflective close here, I want to say that one of the realities of education is this:

Change is coming whether we want it or not.

Sometimes quickly.

Sometimes slowly.

Sometimes thoughtfully.

Sometimes messily.

But maybe the goal is not resisting every change.

And it is not accepting every change blindly either.

Maybe the goal is asking:

How do we adapt while still protecting good teaching?

Because systems will continue changing.

But students still need thoughtful educators helping guide them through it all.

Well, if you found value in this episode, head on over to Apple Podcasts or wherever you listen to your podcast and hit me up with a five-star review and let me know what you think.

It helps more teachers find this space.

And as you go into your day, I want you to remember to inspire greatness in young people.

And don't forget to be a funky teacher.

Bye now.