In schools, we often talk about innovation as something positive: new ideas, improved outcomes, better practice. But in reality, genuine innovation rarely feels comfortable. In fact, if it does feel comfortable, it may not be innovation at all.
A useful starting point is this: not everything new is innovation.
If a single teacher changes their practice, that is improvement. It becomes innovation only when it begins to influence others. We have seen this many times in our school.
A teacher experiments with a new approach, like rethinking questioning, redesigning assessment and leading a more inquiry-based lesson. At first, it sits quietly within one classroom. Then something shifts. Colleagues begin to notice.
Conversations start. Someone visits the lesson. The teacher is invited to share their practice more widely. At that point, what began as an individual idea starts to ripple across the organisation - and this is where things get interesting.
The moment relationships start to shift
In our experience, the first signs are subtle. Some colleagues feel energised and inspired. Others feel uncertain. A few may feel overlooked.
Questions begin to surface: why is this being highlighted? Where does that leave me? Is my approach now less valued?
This is not resistance in the traditional sense. It is something deeper.
Attention, recognition and influence are limited resources in any organisation. When one person’s visibility increases, the balance inevitably shifts.
We have seen how quickly this can reshape informal leadership within teams. A teacher who was previously quiet becomes a reference point. Others once seen as experts may feel their position challenged. This is not a problem to eliminate. It is a signal that change is real.
Space to question, space to grow
Of course, during any discussion about change, people will see the same situation differently. Some will be on board, some will be against change. Some will be convinced, others will want evidence that it is going to work.
The challenge for leaders is not to eliminate these differences, but to take staff with them through a period of change.
In practice, this means asking things like: can we accept that more than one interpretation may be valid? Or, can we shift perspective when new evidence appears?
Schools that manage change well tend to be those where staff are comfortable navigating ambiguity, rather than seeking immediate certainty.
The hidden phase: temporary incompetence
This matters hugely because when teachers begin to try something new, it will, inevitably, not always go perfectly.
Lessons feel less smooth. Outcomes are inconsistent. Confidence dips. This is what we might call a phase of temporary incompetence, not because teachers lack skill, but because new practice always takes time to develop.
It is tempting to interpret this tension or inconsistency as failure. But when innovation is real, shifts in thinking, uncertainty in roles and temporary dips in performance are what prove something new is being tried.
If none of these feelings is present, it is worth asking whether anything meaningful is changing. This is where leadership matters most - to provide reassurance that uncertainty is acceptable.
We saw this when we introduced online learning days. The first attempt was uneven: some lessons worked well, while others felt too teacher-led and pupils were unsure about expectations.
Instead of abandoning the idea, we gathered feedback, clarified routines and supported staff with practical digital strategies. Over time, it became less about technology and more about developing pupil independence and teacher flexibility.
A similar thing occurred when we redesigned classroom observation. The aim was to move from evaluation to professional learning, but at first some teachers were understandably cautious.
Rather than pushing compliance, though, we gave staff time to trial short, focused visits and share one practical takeaway. Gradually, observation became less threatening and more useful as a form of collaboration.
Lessons from practice
Working through these periods of innovation is not easy, especially when there is a risk of outcomes that were once predictable becoming less so. But there are some fundamentals that can help ensure the space to try new innovations remains open to staff - and has time to play out.
1. Trust must come before certainty
Leaders often want guarantees before supporting new ideas. In reality, the only way to build trust is to extend it, even when outcomes are not yet secure.
2. Expectations move faster than progress
Even when conditions improve - workload, systems, resources - there will always be voices asking for more. This is part of organisational life, not a sign of failure.
3. Responsibility must be shared
One of the clearest signals that something is not working is when staff rely on leaders to resolve issues for them. Sustainable change happens when teams take ownership.
4. Innovation is often driven by people, not policies
Many of the most significant shifts in our school have come from strategic staffing decisions, creating space for new voices and redistributing leadership.
5. Leaders must sometimes disrupt equilibrium
Reallocating roles, reshaping teams and challenging established norms can create discomfort, but it also creates momentum.
Ildar Iliazov is head of projects, IT and marketing for Light Group of Schools in Kenya. He was formerly a school principal for a school in the group in Mombasa
