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 show how addressing one manageable problem at a time can lead to lasting change.

In the letter, Jordan recalls transforming an underused school library by first asking what resources were already available rather than focusing on what was missing. “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.” The project not only created a popular student space, but also helped secure future grant funding by demonstrating the idea’s viability.

Jordan says the same approach applies beyond education, where limited time, budget, and attention often make large plans harder to sustain. “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 stresses the importance of preparation and consistency, noting that “small adjustments made consistently usually beat one big adjustment made too late.”

Research cited in the letter supports the effectiveness of incremental improvement. 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. In addition, the U.S. Department of Education says strong family and community engagement is linked to higher attendance, stronger academic performance, and improved school climate.

Jordan also outlines several actions people can take within a week, including 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 ends 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 extends beyond education, offering a framework for anyone who feels overwhelmed by large challenges.