When I was a new teacher in the 1970s, each new school year came with the excitement and anticipation of new beginnings. I would go to school a couple of weeks before the official start date to check my new student lists, begin classroom preparation, look over any new texts or equipment, and chat with staff and office personnel who might also be in early. I also tried to discover that year’s “fix-all.” There was always a new panacea to “ensure” successful teaching/learning, better readers, increased graduation rate, improved standardized test scores, or whatever issue was the current media and public concern. After my first year, I learned to steel myself for the opening meetings, so I could hold on to the joy I felt about getting back to what I loved best—teaching.