This qualitative study describes the ways that first-grade children make meaning with wordless picturebooks through play as reader response.

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This chapter showcases practices and processes that have research-based promise for making the active pursuit of teacher expertise an important and valued part of a teacher's career and school culture. Authors share habits and practices of teachers who pursue mastery and expertise as well as the professional learning methods of practitioner inquiry, lesson study, and professional learning communities. These approaches serve as potential vehicles to build ongoing professional learning and student-centered school improvement as a critical component of what it means to teach. Through collective processes, schools are able to address a multitude of issues related to student success, classroom innovations, and better working conditions for educators. When these processes are valued, supported, and sustained, they can lead to increased professional drive and joy of teachers as they grow in their sense of professionalism, self-efficacy, and purpose.