Time is Ticking: The dynamics of education reform in the Covid-era

The COVID-19 pandemic disrupted time in educational organizations and, thus, for educators and students. Time is a vital resource for educational reform, yet many applications of organizational theory and literature on educational change largely neglect it. This paper applies concepts from physics as well as organizational theory to elucidate the role of time in the U.S. education system’s efforts to recuperate from the pandemic. This paper presents three cases: 1) accelerated learning; 2) extended time; and 3) redeveloped professional learning. For each case, we demonstrate how time has been conceptualized and how leaders are stretching the space-time of schooling. This paper also portrays innovative models that provide time for students to receive an array of responsive, equity-centered, academic and SEL opportunities and for educators to collaborate, continuing their own development amid the ever-shifting Covid-context. In sum, this article advances an innovative framework demonstrating the importance of time in educational change.