Change is the great constant. Without it, schools stop learning; people stop growing. But I think the goal isn’t about starting something new. It’s about the “marriage-ment” of it all: successfully linking initiatives to the traditions that already exist.

How does one lead change that actually ‘sticks’ given the revolving door that exists in international school culture in both teaching and administration? Can ‘change’ actually ‘stick’? Or is change that ‘sticks’ become tradition only to be revisited again? Below are some ways to consider how to marry change into current contexts.

1. Who are You Asking?

Finding the “spirit” or intention behind a current practice: simply smart. Is a policy grounded in the mission, or was it just a past leader’s preference? Regarding policies and protocols, while digesting a faculty/student handbook is always useful, one might argue it is equally important to be on the ground, listening and experiencing the `why` firsthand.

2. The Spirit of the “Why”

It’s useful to avoid guessing and going into situations as if you need to have all the answers. Such pressure is difficult to manage, though. Especially if unspoken pressure and expectation exists for you to ‘have it all together to be able to fix it all’ from your constituents. Consulting predecessors to understand why things are the way they are: helpful. Consulting your Board, where applicable: a time saver. By checking in with your Board you may find that as brilliant as you believe your direction, change, or innovation is, If it doesn’t align with the school’s mission and vision, ask yourself, is it still really worth pursuing?

3. Table Talk

It is clear to me that big changes need big conversations. Healthy debate isn’t a roadblock; it’s a necessity. As leaders, most will never catch everything all the time. Having several conversations in areas that anticipate change or new approaches, can help ensure that voices most impacted are heard. Decisions won’t always be popular, and as educators, we can recognize this as part of organizational life. However, when people are included in the conversation, they’re more likely to understand why a decision was made.

4. Putting The Filters On!

Distractions and resistance are part of the process. Stay focused. You don’t need to agree with everyone, but having “critical friends” or trusted colleagues who will challenge your thinking. keep you grounded, and remain student centered can help filter out potential pitfalls. 

5. Who’s at Your Center?

And speaking of student – centeredness, when in doubt, I find it helpful to ask: “How does this serve our students?” We like to think of ourselves sometimes as leaders who always ask this question. But in reality with the many things to do, it is very easy to forget that we actually haven’t been leading with that question in mind.  I often find myself going back to this question a few times a month. Is it really as simple as asking the question? Perhaps. If a change serves the adults more than the students, I would argue that keeping students at the center can help set aside personal preferences and find clearer paths forward.

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A Takeaway: Leading change takes courage and humility and, well… discomfort. Trying to understand the past, yet pushing to stay grounded in the now, while etching towards potentials, is the balancing of creating schools that are built to last. 

The constant is change. This is certain.

If we can reflect on that truth — both broadly and within our roles in education — we may find ourselves connecting this ‘truth’ to feelings of angst, expectation, disappointment, or even opportunity. At times, we may even feel ‘lost’ or ‘out of the loop’.

This evolving dynamic often brings with it a ripple effect — one that shapes structures, roles, and expectations, sometimes giving change a momentum and narrative of its own. No single person is to blame; rather, it’s the nature of change itself that takes on a personality.

As this unfolds, conversations about everything from toxic culture and to workplace wellness often emerge as ideas that are examined, scrutinized – and if we are open to it – revisited. These terms can feel overused at times, but the real challenge lies in honest reflection: how might we be contributing to either end of this spectrum in our own environment?

This same reflection applies to our work with students. As role models, we must consider how we engage with change — both conceptually and in practice — and what we expect of students as they encounter uncertainty and difference.

In the face of change — especially when it feels uncomfortable or even discouraging — how do we guide our students to respond? Do we encourage them to lean into curiosity and uncertainty rather than retreat in fear? Do we help them see challenges as moments to stretch their thinking and build resilience?

Resilience isn’t just about endurance — it’s about adapting with purpose. We want our students to practice asking thoughtful questions, seeking out diverse perspectives, and stepping forward with confidence even when outcomes feel uncertain. We want them to see setbacks not as failures, but as opportunities to reflect, grow, and try again. This is where the concept of change comes alive and becomes more of an opportunity and less of a threat.

As we reflect on our own responses to change, we must also ask: What are we modeling for our students? Are we showing them how to meet uncertainty with courage, and adversity with resolve?

By embracing these questions, we can better equip ourselves — and our students — to face change not as something to be feared, but as something to be navigated with resilience, purpose, and hope.

Picture this:
When it comes to learning, what makes a student ‘good’ at it?
Now….What makes them ‘great’?

From another lens, when you think about what makes a student well and how they cope, what makes a student ‘okay’? Now….What makes them ‘well-balanced’?

I pose these questions to get us thinking about the difference between being ‘average’ to being ‘good’ to, eventually, becoming ‘GREAT’! We may all agree that we want those students of ours who have struggled academically for some time to reach a point of greatness. We want them to find their personal best and thrive. But how do we support the learner who has not found their footing in their path towards greatness?

The Power of Curiosity
As educators and leaders, I imagine how we might promote students in reaching their potential. In thinking about how we might use curiosity to promote greatness, we might consider its connection to supportive risk taking.

Greatness is cultivated when students experience conditions of safety, permission to take risks, and are encouraged to engage in perspective sharing. They are given space to pose questions that might challenge their peers and in some instances, their teachers. What an incredible way to support students in developing this superpower of greatness!

Risk Taker, as noted as one of the key features of the IB Learner Profile, is arguably one the most catalytic characteristics of a very interconnected profile. Risk taking is the beginning of a student answering a question out loud or solving a problem in front of their peers for the first time this academic year. It can also be the ominous cloud of doubt in one’s abilities, while trying to navigate the self talk.

As adults, in support of students, we might push students to go down paths that are highlighted, better-defined, and in most cases, predictable… but…in risk taking, and encouraging the road less traveled, we can promote and contribute to our students’ greatness. The next generation of learners deserve to become not just good, but rather great!