Important element is deeply understanding our curriculum. Most teachers know what they're going to cover this week or this term. Few of us can specify precisely what students should know, understand, and be able to do as a result of any particular learning experience or set of learning experiences. Without that specificity, alignment between content, assessment, and instruction is weak.

Accepting both the opportunity and the responsibility evokes a great deal of humility.

[Students] are exposed to many things the majority of their teachers didn't encounter until much later in their growing up years.

Teachers craft classrooms that are good matches for their teaching styles as well as for learner needs.

We can always gain more depth and breadth in our work [as educators]. There are always new discoveries to be made.

It is not so important to have all the answers as to be hungry for them.

Sometimes educators suffer from the "I already do that" syndrome. In those cases, we feel inadequate if we admit we have a distance to go as learners of our craft.