<p>Desired reforms in undergraduate education require shifts in departmental practices. Department heads are positioned to be change agents, but often lack formal leadership training, and their approaches to change have received little scholarly attention. Research findings from disciplines like organizational management can offer relevant insights. We drew on Kotter’s 8-step model for leading change as a theoretical lens for examining the ideas and actions of heads leading changes to departmental teaching evaluation practices. We used deductive and inductive qualitative content analysis to identify what was present and absent in the approaches taken by department heads. Department heads used some, but not all the steps in the 8-step model and prioritized additional actions. They sought faculty input to foster a sense of ownership in new practices and address concerns. Heads also proposed new changes strategically, worked with colleagues to develop new practices and build buy-in, and aimed to cultivate confidence about the feasibility of new practices. Compared to the 8-step model, heads did not foster a sense of urgency or intentionally craft messaging. Drawing on the collective wisdom of department heads and Kotter’s model, we present an adapted process for leading change in academic departments. The process recognizes the flat hierarchy of academic departments by including iterative steps of proposing, piloting, and revising new practices. It also highlights important steps that might not be the norm in departments, such as formulating careful messaging about the need for a change and repeatedly and intentionally broadcasting progress.</p>