The COVID-19 pandemic continues to create major upheavals in K–12 schools. Some sector leaders see this moment, and the new influx of federal funding, as a once-in-a-lifetime opportunity to transform education. But recent survey data from the Christensen Institute also indicate that many teachers and school administrators were frustrated and exhausted by the tumultuous 2020-21 school year and are eager to get back to normal. As they redouble their efforts to address students’ tremendous learning and social-emotional needs, they have little appetite for tackling bold innovation agendas. 

In this webinar hosted by Transcend, I share insights from a series of recent research studies on what causes teachers and administrators to either buy into or discard new programs and practices. Using the frameworks laid out in the webinar, schools can, with greater efficiency and efficacy, identify pathways to progress that work best for them and their communities.


Full webinar

Photo by Allison Shelley for EDUimages.


  • Thomas Arnett
    Thomas Arnett

    Thomas Arnett is a senior research fellow for the Clayton Christensen Institute. His work focuses on using the Theory of Disruptive Innovation to study innovative instructional models and their potential to scale student-centered learning in K–12 education. He also studies demand for innovative resources and practices across the K–12 education system using the Jobs to Be Done Theory.