Today’s educators work under tre- mendous pressure. They are held accountable for preparing all stu- dents to meet increasingly rigor- ous academic standards. They must enable all students to per- form at levels of proficiency, even those students without the preparation, attitudes, and behaviors necessary for optimal learning. In spite of profound demographic, economic, cultural, and tech- nological changes that negatively impact student learn- ing, the public expects educators to successfully reach all students. At the same time, the contexts in which educators work are often not conducive to effective practice. There are more requirements, fewer resources, less stability, and diminishing support. No one who is not accountable for ensuring student learning can fully appreciate the extent to which these conditions make it difficult for