The objective of this study is clearly stated by the authors, “How can we nurture teachers for the long haul? Stop putting subsistence strategies ahead of deeper needs.”

The author states, “we need to begin with the soul of the enterprise, the passion and purpose that animate teachers’ ongoing comment to students and learning. The author go on to say that “too many of our conversations about effective teaching focus on content, teaching methods, and learning outcomes. We neglect the teachers themselves, the individuals who step in front of students each day committed to engaging them in the unpredictable and challenging process of learning. The author points out several concepts that matters most in good teaching; evoking the inner life of our teachers, that is, engaging teachers in activities that cultivate their capacity to teach with greater consciousness, self-awareness, and integrity. These are necessary condition for successful professional development.”

The evidence that the authors use to support their assumptions is the following two models fostering this balance. One focuses on the “person in the profession” is Courage to Teach, and the other is Multi-level learning (Korthagen & Vasalos, 2005). “The best thinkers, think across points of view”. (Paul and Elder).

I believe that the author’s viewpoints are balanced and it is evident throughout the article and looking at the two programs that they used as an example they concluded that participation in such programs resulted in significant personal and professional growth. The following attributes were noted:

1. Articulated a renewed since of passion for their work.
2. Focused more on creating hospitable learning environments for students
3. Devoted more attention to framing good questions and listening to student.
4. Clarified and renewed core beliefs about students and teaching.
5. Committed to taking on leadership roles at their school sites,.
6. Deepened their appreciation for collegi#al relationships.