How can a school leader effectively address teachers' resistance to a new data entry requirement?

The choice of using a survey to determine how teachers currently monitor and report student progress is a strategic approach that acknowledges teachers' perspectives and experiences. By engaging teachers in this manner, school leaders can better understand existing practices, identify potential areas of resistance, and gather insights on how to implement the new data entry requirement in a way that aligns with teachers' needs.

This method fosters collaboration and shows that the administration values teachers’ input, which can contribute to a more positive reception of the new requirement. It allows for a tailored approach to professional development, where the feedback garnered can be used to shape training and resources, making them more relevant to the teachers' actual practices. This participatory approach can mitigate feelings of resistance and promote a culture of teamwork and shared responsibility for student outcomes.

In contrast, the other options may inadvertently create additional barriers to acceptance. Imposing strict deadlines might increase stress and lead to pushback, while merely providing training without assessing teachers' current practices may not address their specific challenges or concerns. Assigning data entry to administrative staff could distance the teachers from the process, perpetuating a lack of ownership and understanding of the data's significance for their teaching practice.