While recent state and federal education policies convey a sense of urgency in regard to the need for education reforms, there are teachers for whom this sense of urgency has long been woven into the fabric of their practice. Fortified by their high expectations for their students, these teachers utilize strategies that convey the message that the work is worthwhile and important; it is "work that matters." Among the factors that foster a sense of urgency in the classroom are the skillful use of time and purposeful planning; they promote motivation, engagement, and student accountability.