Master of None: The Hidden Cost of Constant Change in Education

If you’ve been in education for more than five minutes, you’ve probably experienced this: Just as you start to feel confident in a new curriculum or initiative, something else comes along. A new program, a different framework, a revised set of standards—and suddenly, you’re back at square one. Again.

It’s like building a house of cards, only to be told halfway through that we’re now using dominoes instead.

The intention behind most educational initiatives is good. Leaders want to improve instruction, raise achievement, and meet the evolving needs of students. But the speed and frequency of these changes often leave teachers stuck in a loop of constant adaptation. We never get the chance to feel like experts. We’re always beginners. And that’s exhausting.

The Real Issue: Initiative Fatigue

The constant churn creates what many call “initiative fatigue.” It’s not that teachers are unwilling to try new things—we’re some of the most flexible, resourceful people out there. But the lack of time to truly implement, reflect, and refine these changes leaves us feeling like we’re doing everything but mastering nothing.

That feeling—of always starting over—erodes confidence. It makes us question whether we’re doing anything well. And in a profession where burnout is already sky-high, that’s a dangerous place to live.

So What’s the Solution?

We can’t stop change altogether. Schools need to evolve. But we can change how change happens. Try talking to your admin or writing a letter with your ideas. It may amount to nothing but at least you gave it a try. My own ideas are:

1. Slow down the pace.Let initiatives breathe. Give teachers time—not just to implement, but to reflect, collaborate, and adjust. Real mastery takes time, and rushed rollouts only lead to frustration and shallow practice.

2. Protect time for mastery.What if, before launching something new, districts asked: Have teachers had time to get really good at what we gave them last year? Protecting that space for growth honors the professionalism of educators.

3. Involve teachers early.Top-down initiatives often fail because the people expected to implement them weren’t included in the planning. When teachers are part of the conversation from the start, the results are more thoughtful, more realistic—and more successful.

4. Create “slow burn” rollouts.Instead of throwing out the old to make room for the new, what if we layered initiatives slowly? Focus deeply on one or two changes at a time, allowing space for real growth. For example, in a k-5 building, all 1st grade will focus on reading/writing, 2nd grade on math... then the following year, switch it out.

The Bright Side: We Want to Be Great

The good news? Teachers want to get better. We want to be masters of our craft. We just need a system that supports that growth, rather than one that constantly resets it and exhausts us both mentally and physically

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As we move forward, let’s advocate for smarter change—not more of it. Let’s choose depth over speed. Thoughtfulness over flash. And let’s build a system where teachers can truly grow roots, not just survive the storm.

Because when teachers thrive, students do too.

How does your district handle new initiatives? I would love to hear!