As educators, we are often driven by the pursuit of excellence—whether it's engaging students meaningfully, fostering a positive classroom environment or balancing the many demands of our personal and professional lives. Consider for a moment a time when you experienced meaningful growth or success. Did it come from sweeping changes and significant leaps, or was it the result of small, quiet, incremental adjustments made consistently over time? At Pine Crest, we believe that our collective commitment to excellence will shape the future of our students and also the future of our community. Within the Pine Crest community, we aim to sustain a mindset that focuses on incremental gains over time as the pathway to long-term, sustainable progress. Pine Crest President Dr. Dana Markham ’18H exemplifies this belief through her dedication to inspiring students to become global citizens and leaders, and through her recognition of the power of unity in pursuing excellence: “Every lesson you design, every relationship you build and every moment you invest in our students matters.”
The idea of becoming “1% better every day” draws inspiration from the Japanese philosophy of Kaizen, which originated in post-World War II manufacturing and business practices. Kaizen emphasizes continuous, incremental improvement through small, deliberate changes that, over time, lead to substantial progress. This same principle is central to James Clear’s “Atomic Habits,” which explores how tiny habits—repeated consistently—can compound into transformative results. While Kaizen began as a strategy for organizational efficiency and quality, its core tenets have since been widely embraced by athletes, entrepreneurs and educators. For educators and students, the “1% better every day” mindset offers a sustainable approach to growth, emphasizing progress over perfection and reinforcing the power of consistency in personal and professional development.
The Power of Small Improvements
The "1% better every day" philosophy does not call for dramatic, overnight transformations. Rather, this idea is rooted in the principle of marginal gains—the notion that small, consistent improvements can lead to transformative results over time. 
In the classroom, this might look like refining a lesson plan, improving how feedback is delivered or making subtle adjustments to classroom management strategies. These small shifts collectively create a more engaging, supportive and effective learning environment. Subtle, but consciously consistent, shifts in practice have the potential to enhance the overall student experience, leading to better engagement, improved learning outcomes and stronger emotional well-being. Consider the impact on a student’s progress when they receive regular, specific and direct feedback on their performance with the intentional messaging of incremental improvement. Ask yourself how introducing a new classroom routine may improve the start of each class? Think about the ways that introducing a regular check-in with students may help them become more self-aware with a lens on improving self-regulation.
Outside the classroom, the “1% better every day” could apply to the ways we interact with our colleagues and the families we support. Dr. Becky Kennedy, author of “Good Inside,” is a clinical psychologist who shares practical strategies for engagement that focus on building resilience and understanding. Kennedy’s concept of “Most Generous Interpretation” challenges people to push aside first assumptions as to why a behavior occurred (because it tends to be the least generous assumption) and force ourselves to consider the most generous interpretation of a situation. Our students, families and colleagues look to us as behavioral models. Consider how taking a moment to pause and consider the “Most Generous Interpretation” of an action or statement before responding could shift the culture of the learning environment over time. This simple strategy does not require extensive professional development or resources, only a commitment to being “1% better” at assuming the best in others each day.
The Science of Habit and Behavior Change
The "1% better every day" philosophy, presented by James Clear, is grounded in behavioral science. Small changes are easier to adopt because they do not trigger the same resistance, nor do they require the same willpower as larger, more ambitious goals. When we focus on very small improvements, we reduce the barriers to action, thereby making it easier to build positive habits and gradually overcome obstacles.
Additionally, progress—even minimal—triggers dopamine release in our brains, reinforcing our sense of achievement and motivation. This positive feedback loop encourages us to keep moving forward, building confidence with each step, and making larger goals feel more attainable.
A Sustainable Path to Success
In a profession as dynamic and demanding as education, sustainability matters. Adopting and practicing the “1% better every day” mindset provides a practical, resilient approach for continuous growth. It emphasizes progress over perfection, builds reflective habits and nurtures perseverance in the face of challenges. Whether we are refining teaching strategies, increasing student engagement or strengthening school culture, small, consistent steps ensure steady progress – no matter how daunting the challenge.
By embracing the power of incremental growth, we inspire our students, colleagues and ourselves to pursue excellence When we apply the mindset to our professional development, we commit to steady, intentional growth. With a mindset of “1% better every day,” we can also reduce the risk of burnout by lessening the drive to achieve quick, but unsustainable outcomes. Minor setbacks and disappointments are reframed as opportunities to make the situation a little bit better the next day. Let’s continue to model and foster that growth—1% better, every day.
James Clear, “Atomic Habits: An Easy & Proven Way to Build Good Habits & Break Bad Ones,” Avery, 2018. James Clear, “Continuous Improvement: How it Works and How to Master It,” jamesclear.com. Accessed Aug. 15, 2025.
About the Authors
Dr. Krista Promnitz
Dr. Krista Promnitz is executive director of educational support services and co-chair of the social emotional education committee at Pine Crest School. A former assistant head of Upper School with more than two decades of experience in education, psychology and leadership, she is an expert in child and adolescent development dedicated to fostering resilience, emotional responsiveness and growth for all learners. Promnitz has served in school psychology, special education leadership and state-level policy work, and she continues to collaborate with families and educators to ensure innovative, mission-driven student support. A Pine Crest alumna and parent, she holds advanced degrees in psychology, education and leadership, and earned her doctorate in curriculum studies from the University of West Florida.
Jamie Morris
Jamie Morris, MS.Ed, LMHC, NCC serves as the assistant head of Upper School and dean of student services at Pine Crest School. Before entering school administration, Jamie practiced full-time as a licensed counselor, providing comprehensive clinical support to individuals and families. This clinical foundation informs her approach to student development, integrating academic achievement, social-emotional growth, and overall well-being. In her role at Pine Crest, Jamie partners with students and families to connect them with available resources, and to foster a supportive and rigorous learning environment.
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