Absolutely. I think getting some of the teachers to go to the original training from the trainer would be a good idea. They can then be a support system for the followers. The work does not lie on one person alone. There could be a team for training the 2nd wave - 3rd if we need it.

In many instances, I understand why bulk change is usually the approach. When significant time and finances are invested, then results are expected. However, areas such as curriculum fit well into a more tempered approach. Involvement in the selection process as well as volunteers to pilot a program and report back is preferred. 

Having the option and time to allow different times of adoption is the best way to support teachers. Allowing different waves will produce those early adopters to be the supporting grade level/ staff to the late adopters.

We could start right away with some but 2 waves would be the best approach. Ease people into the change and let them see from modeling that it is easy to accomplish. 

Yes, two waves would make the change much more digestible for staff and students. 

We are looking to have our lesson plans better reflect the practices that are happening in the classroom. That is a an easy project to have some teachers start early and create buy-in and/or split into two waves. 

We are starting a new phonics program in the fall. My first wave people have started working on understanding this program through the manuals and online resources. They are the ones who will help the others along as we have our training day in the fall. 

One of the things that we have been working on or have been trying to build over the last few years is peer observations and also instructional walks with the ILT, the Instructional Leadership Team. So what I'm thinking in terms of lean change is to maybe start with a grade band initially of teachers who are willing to be observed and those who are willing to be the evaluators, so to speak, or to give feedback, not necessarily be the evaluators, and then from there, build it out schools wide, but start with 1 grade band and go from there.

The upcoming changes on the horizon in my building and district will be best implemented in 2 waves. My only concern is going to be to find enough early adopters to make the 1st wave work. I am worried that when we start bringing the changes to the staff they are going to feel like here comes another program or initiative forced down our throat. 

We are reworking our assessment practices. This was a batch change because the changes needed to happen immediately, however I did have a teacher who was already using the preferred assessment model, so I asked them to be a resource for others in the department who had questions. 

This sounds like a good option for us to make the change easier for the second group. 

We do have a new reading intervention that we are implementing this fall and we have already decided to break it into a few groups to implement. What we have done in the past is have my lead teachers take the training and then they train the other teachers and also are the support system.