deeply what has been sidelined by our love affair with the rational. The stories of excellence and hope that we heard as we moved across the country did not, in any way, discount the importance of trying to discover what could be known and shared about teaching and learning. What we did discover, however, was a strong understanding among Canadian educators that their professional lives were more than a collection of replicable bits and pieces that could be amalgamated into something called teaching. Most teachers will tell you that the approaches and strategies that have worked with one group of students may not have worked as well with another group. Heck, I have even found that things that have been pure magic in September have fallen flat with the same group in November. And that's precisely the point! Effective teaching practice is not something that can be extracted from one context, packaged and easily inserted into another. Unless we're willing to acknowledge that the context is just as important as the strategy, we're missing a incredibly powerful opportunity. It is my hope that Teaching the Way We Aspire to Teach will open up a whole new set of conversations across the country. In shifting some of the focus away from effective practice as a finished product, I hope that we can shine light on the conditions that support and contribute to good teaching and learning. But it's challenging work. On the one hand, it's not always easy to get a