xviii IT’S ABOUT TIME
Initial efforts often led to new problems and unanticipated consequences. Rather than abandoning their efforts in the face of challenges, the educators began again more intelligently. When one approach failed to bring about the desired results, they tried another, and another, and another. Their commitment to continuous improvement led these educators to search constantly for better practice. The best strategy to ensure that people sustain a collective effort over time is to remove obstacles to progress and provide the resources and support that enable them to feel successful in the work they are being asked to do (Amabile & Kramer, 2011). The school leaders featured in this book were constantly seeking feedback about problems that were occurring and then engaging the entire staff in finding solutions. They did not assume they had all the answers to every issue. They recognized, however, the importance of calling the attention of people throughout the organization to an obstacle to progress and then enlisting their help in seeking ways to remove the obstacle. They also created a sense of momentum by calling attention to small, incremental progress as soon as it occurred. Focusing on Results Each author demonstrates that the effectiveness of his or her school’s systems of intervention and enrichment must be determined by concrete results rather than noble intentions. The authors appeal to the moral imperative of providing greater individual support to meet the needs of each student. Some authors provide anecdotal accounts of how individual students benefitted. Some share staff members’ positive perceptions about their school’s journey to develop effective interventions. In the final analysis, however, true to the PLC process, they recognize the need to answer the question, “How do we know our students are learning?” Each contributor then provides compelling evidence of the significant impact systematic intervention and extension had in his or her school on higher levels of learning for students. How many elementary schools would you need to see to be convinced that educators can provide students with extra time and support for learning? Is it five; is it ten? Thanks to their tireless work in supporting educators, the editors of this book can point you to the website www.allthingsplc.info, where hundreds of educators have solved the riddle of time. It is imperative that educators acknowledge that they are not the victims but the masters of time. As the title of this wonderful volume makes clear, it’s about time educators respond to the question, “Do you work in a school where students are guaranteed additional time and support for learning when they struggle?” If not, the time is right for It’s About Time: Planning Interventions and Extensions in Elementary School!