A variety of roles play a part in any change process. These roles can add up to consultative and interactive processes that support not only a specific change, but strategies for any change. People go through developmental stages related to the self, to management or task, and to the refinement of change in relation to student results. Understanding these stages will help facilitators address individual needs and interests, as people work with a specific change. Change involves adaptations in behaviors, practices, skills, and often beliefs about what is important and valuable.
People often experience initial work with change as a loss of what they do well.
Finding ways to combine their areas of strength with what is new will promote comfort with change. Teachers are guided by a practicality ethic. They want to know that a change has practical outcomes for themselves and for their students. Practices must demonstrate clear benefits for students. Too small or too large an innovation may result in no change at all.