When the Winnetka Public School system reexamined its philosophy, questions were raised about the alignment between theory and practice. As teachers attempted to determine if they truly walk the talk,
they began to view their practice as dynamic and subject to a variety of personal and professional influences that create change over time. This sourcebook represents the thinking of professionals who are first and foremost teachers. Their thoughtful discussions demonstrate that the philosophy's validity rests on our ability to analyze what we are, discover how we came to be what we are, and imagine what we will become. By working along common lines and with a common spirit, teachers acknowlege that the reexamination of a philosophy can be tested only in action, and within this process, not only the form of teaching, but its meaning as well, will be altered. This is the 8th issue of New Directions for School Leadership.