Andrew Jordan, a veteran educator and superintendent in Illinois, has published an open letter arguing that meaningful progress in schools, workplaces, and communities often begins with small, consistent actions rather than waiting for ideal circumstances. Jordan, who was named the 2022 Illinois Principals Association Principal of the Year, draws on his experience as a teacher, principal, and superintendent to illustrate how tackling one manageable problem at a time can lead to lasting change.
In the letter, Jordan recalls transforming an underused school library by asking what resources were already available rather than focusing on what was needed. “We found tables sitting in storage, moved furniture from other rooms, and painted the walls,” he writes. “The goal wasn’t to make it perfect. The goal was to make students want to walk through the door.” That small project not only created a popular student space but also helped secure future grant funding by demonstrating the idea’s viability.
Jordan emphasizes that this approach extends beyond education. “Whether you are trying to improve your workplace, your neighbourhood, your family routine, or your own habits, progress often begins with what is already in front of you,” he states. He also highlights the importance of preparation and consistency, noting that “small adjustments made consistently usually beat one big adjustment made too late.”
Research supports the effectiveness of incremental improvements. According to the National Center for Education Statistics, nearly one in five U.S. public school students attends a rural school. The Learning Policy Institute reports that regular progress monitoring can improve student interventions by nearly 20 percent. RAND research indicates that schools using shorter review cycles improve outcomes more quickly than those relying solely on annual planning. Additionally, the U.S. Department of Education notes that strong family and community engagement is linked to higher attendance, stronger academic performance, and improved school climate.
Jordan offers a list of actions individuals can take within a week, such as identifying one problem to improve, organizing a frequently used space, or asking a colleague what would make their week easier. He encourages readers to “replace one complaint with one practical solution” and to “celebrate one small success instead of waiting for a major milestone.”
The letter concludes with a call to commit to one small action for seven days. “You don’t need perfect conditions. You need people who are willing to start,” Jordan writes. His message resonates beyond education, offering a blueprint for anyone feeling overwhelmed by large challenges.
