I had been an elementary administrator for about nine years when I first heard about the SAM(School AdministrationManager) project. I was in my second year as elementary principal inWest DesMoines, Iowa. I had begun to make significant changes in this building and had already asked teachers to think about their educational purpose and programs much differently than they had before.We were in the initial stages of using instructional decision making and professional learning communities to focus on using relevant data to make highly effective instructional decisions. Each building administrator in my district had been asked to indicate his or her interest in a time analysis study with possible future implications. Little did I know that this SAM would have such a huge impact on the