The set of assumptions informing the rational teaching community are neither static nor inevitable. Modern communities are not overly deterministic; the history of education is full of individual and organized moments of dissent. Yet pockets of resistance are not enough to change the shape and direction of our teaching community. Our assumptions produce and are produced by what education sociologist Dan Lortie describes as the “apprenticeship-of-observation,” the 13,000 hours we spend behind a desk learning by explicit instruction and indirect modelling what it means to be a teacher (2002, p. 62). Paul Thomas refers to the phenomenon of the “hyper-student,” teachers who mastered the game of school during their own schooling (2016, para 2).