One of the most important features of our age is change. Any organization that wants to adapt to change; To have a planned and successful change process in order to maintain and develop its existence and to make this change process permanent. Educational organizations are able to fulfil their social roles and sustain their organizational existence depends on the realization of their goals regarding change. In addition, education organizations need to be able to read this change, which is happening inside and outside, in order to reach these goals. Resilience mechanisms that change in organizations and strategies that can be applied to cope with problems have vital importance for educational organizations. Teachers who are the pioneers and practitioners of educational change directly influence the results of change due to their strategic roles. Studies show that change in education requires a long process and that there is a lot of problems especially in the implementation process. It is believed that the main reason for the failure of traditional change approaches, which change is imposed on practitioners by decision makers, is teachers. The purpose of this study is to develop organizational change scale for teachers. Descriptive survey model is used in this study. Study group is composed of 350 teachers works in Ankara, capital city of Turkey. During the developing scale process confirmatory factor analysis (CFA), Explanatory factor analysis (EFA), Cronbach alfa, total item correlations analysis are used. It is expected to that scale composed of three factors, which are called reason for organizational change, level of organizational change readiness and barriers of organizational change. The data analysis is going on.