All school year, our Mentor Center principal Jessica Johnson has sought your advice as she progresses through her third year in the principalship. This entry addresses how to implement long-term plans:
In my first year as principal at our school, I often felt stressed and overwhelmed at the amount of work needed to get our school on the right path. I formed a leadership team, created time for grade-level meetings, established professional learning communities, and began educating staff on response to intervention. In February 2009, I attended a statewide RTI summit; however, since our school was so behind on the path to having any sort of RTI plan, I felt out of place and overwhelmed by the summit sessions.
We started small at our school with a voluntary book study over the summer and then formed an RTI team in the fall to attend additional RTI trainings to learn together, present to staff, and begin creating a plan for our school. 
Last month, I attended another state conference and attended many sessions on RTI again. This time, I was relieved and reassured as I listened to speakers and saw what other schools in the state are implementing because I could finally identify with what some of the other schools are doing. Even though we still have a lot of work to do, I feel like we are on the right path now and are making some positive changes to impact our students.
The difficult part of this process is remembering that change is a process and it won’t happen overnight. The literature I’ve read says this is a two- to three-year process. This is also a major change in both philosophy and practice for many teachers.
How do you keep the process moving forward with momentum, but not too fast to overwhelm staff?