Have you heard this from school leaders? “We invested heavily in this new curricular program. Teachers were invited to give input during the decision-making process. Resources were purchased. Training was completed. Expectations were communicated. We all want greater consistency across classrooms and stronger outcomes for students. So why aren’t teachers implementing the program with fidelity?” […]

Many efforts to change teaching practice start in the wrong place. School leaders and instructional coaches often focus on shifting teachers’ beliefs and attitudes, assuming practice will follow. Tom Guskey’s work challenges that assumption, showing that belief change more often results from successful changes in classroom practice—especially when those changes lead to improved student learning. […]