On your first day of teaching, did each student listen to your every word? Did their work show mastery of the learning goals you’d set? Or did you, like me, glance through papers thinking, How could my instruction possibly have prompted these essays? Then again, perhaps the work quality wasn’t as big a first-day concern as classroom management, the quiet little boy who would not participate, or  how you’d cover the entire curriculum. Like any profession or talent, mastering teaching takes thousands of hours of deliberate practice (Ericsson, Prietula, & Cokely, 2007). Here, “deliberate” means having a coach or mentor to provide feedback on key skills and strategies for practicing to develop them. If this is true — that mastering the practices of great teaching