ABSTRACT
A potentially useful way to explore a set of reasons for making decisions about adapting or subscribing to the demands of the curriculum is to develop a general theory of teaching. Instructional autonomy for teachers correlates with world class status for schools. Heidi Stevenson discusses the divisive dilemma facing teachers when they make instructional decisions in the absence of a general strategy to guide their instructional decision making. The victory condition for teachers in the Battle at the Ampersand is instructional autonomy. Subscribers showed a strong inclination towards voluntary collaboration on lesson development only with other subscribers, just as adapters strongly preferred working only with other adapters. The chapter argues that contrary to received wisdom, that it is possible to create teachable moments. It shows that adept adaptation of curriculum to create teachable moments is the hallmark of the great teacher.
