Too often, schools or districts introduce an innovation or program with high hopes for student improvement only to see the expensive, time-consuming effort fizzle out. When that happens, they may try another program, and then another, eager for different results. However, the problem is usually not the program, but the way educators respond to it. To avoid this cycle, educators need to better understand the change process so that new initiatives work effectively and achieve the desired results. Change is a process, not an event, and it occurs when the individuals in an organization work to make it happen. Researchers have found that all individuals approach a new program or change with a personal set of concerns, and those concerns end up impacting a group