Educational reform thinking is plagued with contradictions. Scheduling, the structure of the school day, the length of school year and pedagogic practices in general, although moderately successful, are frequently defined by mantras and rationales out of step with current research or anchored on educational myth. This duality of educational practices is often similarly and vehemently supported by academia and practice. This creates a nebulous and needlessly complex roadmap for reform. Administrators are encouraged to identify the needs of their school communities and implement practices that best fit their unique identity keeping in mind the human element and the nature of change. Consideration for a fluid and agile mindset that is growth focused is suggested for negotiating change.