Once advocates and opponents of block scheduling become entrenched, compromise between the groups can be difficult. In districts that have experienced a smooth transition to block scheduling, the administration has generally dealt with internal opposition that might exist among the staff and brought teachers on board before. Don't let the process of change itself dominate for too long. Successful change must be research-based and systemic. Center the process of change on developing a system based on sound instructional research and research-based evaluations of programs that led to improved student performance.
Leadership is critical.
Leaders must be crystal clear about what they want. Change the whole school at once. Evaluate, evaluate, evaluate. Determine how much change a school community can absorb. Limit the number of changes and sequence them carefully.