The function of mandatory change

In some of the courses I took in gathering a Master's Degree in Counseling Psychology, there often was mentioned the condition of personal change.  How do we change, why do we change, why would we want to change? Obviously, counseling is about change.... of one sort or another.... change in behavior, change in relationship, change in thinking, etc.  Counseling assumes that the person 'wants' to change and the counselor can assist.  So how does change work when someone else tells someone to change.  Sometimes in an intervention the support of the others suggesting the need for change helps the person to see they want to change.  But what about the function of forced change - "you have to change"?  I'm not aware of too many people that appreciate being told that they have to change. That often ends relationships, jobs, etc.
My point here is why do we tell all teachers that they have to change.  I mean really what was the point of NCLB or even Race to the Top?  Trying to force teaches to change, either through perceived incentives or consequence, will never work.  There is not enough incentive or enough consequence as long as the policy tries telling teachers what to do AND how to do it.  While my experience has shown me that teachers try to do what they are told to do, most know that what they are doing is not best for their students.
The bottom line here is this, educational policy tries to control the outcome of every classroom and, for that matter, every student.  Control is an illusion and will never 'force' change.  Since we know now, after 25 years of trying that forced change doesn't work, why don't we incentivize change in education differently.  First, let's give teachers full responsibility AND accountability for student learning in their classrooms.  They are the only ones who really get to know the needs of the specific students in their classrooms. Second, let's pay them better given what we are asking them to do. Every teacher needs to be in charge of their own classroom AND every teacher needs to know that student outcomes are their responsibility AND every teacher needs to be remunerated at a professional standard.  We don't need tests to tell us whether they are successful or not. Just require each teacher to provide an annual portfolio of each student's work that shows that the student gained academic improvement while in their classroom. Finally, third, let's make certain that every school has a highly qualified leader that will assist teachers in their daunting tasks.  Leadership of a school needs to be about servant and supportive leadership.  If teachers are 'in charge' of their classrooms, there is no need for an authoritarian leader.  Principals are responsible for the social culture and climate of the facility.