Challenging Mindsets That Hinder Progress

Barrier removal is a fundamental concept that systems thinkers use to reduce friction that works against a desired outcome or transformation. In a previous Lead Learner post called Building Culture: The Middle Third, The 4 Frictions, & 14 Points, a reference was made to the work of Loran Nordgren and David Sconthal’s book, The Human Element. In the book, Nordgren and Schonthal outline the Four Frictions that innovators need to address to successfully gain widespread adoption of innovation across an organization or among a wide group of people. Nordgren and Schonthal characterize these frictions as "Innovation Headwinds" :

1. Inertia - Does the idea represent a radical break or a slight tweak from the status quo?

2. Effort - How difficult is it to implement the idea?

3. Emotion - Do people feel threatened by the idea?

4. Reactance - Does the audience feel pressure to change?

As part of the work behind preparing an outline for the GFL Workshop, Reframing Mental Models That Shape Our Schools, I started developing a list of common roadblocks to transformative work in schools. In the spirit of barrier removal as progress, I think it is helpful for school leaders to recognize these roadblocks and (professionally) call these out when they occur around the work that needs to be done to build engaging and relevant experiences for students in our schools.

Here is the list so far:

1. We already do this.
   Reality: While schools may be practicing elements of modern education, true transformation requires a deeper, ongoing reimagining of how learning is designed, delivered, and assessed. Systemic change is needed.

2. External pressures (e.g., college admissions, parent expectations, traditional transcripts) dictate what we must do.
   Reality: These pressures exist, but innovative schools find ways to meet external demands while simultaneously modernizing teaching and learning practices. Transformation can align with, not oppose, these external expectations.

3. Preparation and simulation are the same thing.
   Reality: Simulations are valuable, but they are no substitute for real-world experiences. True preparation involves engaging students in authentic, hands-on learning that transcends the classroom. Forward-thinking schools are working to blur the lines between school, university, and the real world.

4. Seat time equates to learning.
   Reality: Time spent in class doesn't automatically translate to mastery. Schools must shift to competency-based models where students progress based on skills and understanding, not time.

5. I can make the transformation by myself.
   Reality: Transformation is a collective effort. It requires collaboration among leaders, teachers, students, parents, and the broader community to reimagine and build a sustainable future for education.

6. Technology will solve this problem.
   Reality: Technology is a tool, not a solution. True transformation comes from rethinking pedagogy, curriculum design, and learning culture. Technology enhances this process but cannot replace the human elements of teaching and learning.

7. Waiting for a ready-made solution to implement.
   Reality: Waiting for the "perfect" solution or best practice from another school delays progress. School leaders must lead by experimenting with new models and practices, adapting them to their unique school environments. Don’t let “perfect” become the enemy of progress.

8. I need to see how someone else is doing this. Give me examples!
   Reality: While examples can inspire, transformation requires contextual innovation. Instead of replicating what others are doing, school leaders must envision what will work best for their own students and communities.

9. Improvements to the existing system will suffice.
   Reality: Small tweaks won’t fix systemic challenges. As Oren Harari said, “The electric light didn’t come from the continuous improvement of candles.” True transformation requires bold, innovative thinking that rethinks the system from the ground up.

10. We have to wait for post-secondary institutions to lead the change.
    Reality: K-12 schools have the opportunity to drive transformation from the ground up. Waiting for higher education to change is a missed opportunity to innovate and better prepare students for an uncertain future. It is important to note that the college and university experience is also rapidly evolving.

11. Parents don’t want this.
    Reality: When engaged and educated, parents want what's best for their children. Schools must take the lead in communicating the benefits of modernized learning models and engaging parents as partners in the transformation process.

12. This won’t help standardized test scores.
    Reality: While test scores remain a factor in most schools today, transformation is about preparing students for life beyond the test. Skills like critical thinking, creativity, collaboration, and resilience are the real indicators of future success, and these can be enhanced even as test performance remains important.

13. “I don’t have time to make these changes and still teach the standards.”
    Reality: Time is always limited, but transformation is about rethinking priorities and using time differently. By integrating innovation with standards, educators can find new ways to cover essential content while allowing for deeper, more engaging learning experiences.

I would be curious to know what other roadblocks school leaders have encountered as they conduct transformative work and manage change in their school communities. What would you add to this list? Please share in the comments!

- Dr. Steven Lyng / gofourthlearn.com