Jim Collins' reference to "turning the flywheel" is really a reminder that any movement from 'good to great' rarely involves some dramatic leap.

"There is no single defining action, no grand program, no killer innovation, no solitary lucky break, no miracle moment," he says.

"Rather the process resembles relentless pushing of a giant heavy flywheel in one direction, turn upon turn, building momentum until a point of breakthrough, and beyond."

This metaphor has very relevant implications for education where each turn of the wheel builds on previous work.

Successful educators build on professional experience, knowledge and research. We're not re-inventing the wheel when we look for more appropriate pedagogies; we're turning it, building momentum. Because it deals with the growth of human beings, our work is organic and developmental; it builds on natural rhythms.

As the metaphorical flywheel moves with increasing speed, it strengthens the support and commitment of those who share the vision and core values. As success becomes more obvious, the previously uncommitted are attracted to successful projects.

While educators may not be familiar with this metaphor, it does resonate with some of their important understandings. We talk, for instance, of progress in learning requiring "time on task" - turning the wheel. We know that success requires a clarification of intention and a sharpening of focus. We recognise the importance of perseverance, and we've seen how success breeds success.

Are we able to trace the progress of some important - and core-initiative within our own school community? How have we built up momentum and attracted support?