Not wanting to deconstruct, contributes to resistance. While not like the actual weight of the concrete on those large posts, other concerns create emotional resistance. I must confess that I had mixed feelings about taking out a tree. You see, we planted that maple the fall of 1992. We wanted shade and it gave us in the back yard. But the problem is its roots grew along the top of the ground and within three years would be cracking the foundation of the new construction, so it had to go.
Many changes are never undertaken because of what has to go. Bad-mouthing what other people are invested in is no way to encourage them to change. Helping them see that the new strategy actually helps them do what they already want better is more likely to get a positive outcome.
People selling new curriculum rarely count the cost of discontinuing the old. Yes, some people have likely tired of it long ago. But what about the teachers who have grown comfortable with it? Some may have taught its cycles enough that their prep time is significantly decreased. Will they stop teaching because they feel they no longer have the time to properly prepare? If so, who will replace them?
Finding new teachers is one of the great challenges for any education program. Starting a new series of classes almost always requires killing an existing set. New coordinators don’t get that. Old ones have paid this high price so often they are unwilling to go through it again. Inertia is a powerful force.
“Just do it!” is rarely said by someone who will actually help make the change.