In advocating the importance of reclaiming teachers' voices Sheila Dainton argues, not only that the DfES myth of 1970s "uninformed professionalism" is historically inaccurate and embarrassingly oxymoronic, she also observes that "delivering" someone else's thoughts, ideas, strategies and lesson plans' hardly counts as "informed professionalism." Concluding a wide-ranging, passionately argued account of thirty-five years of teacher professionalism she suggests the current emphasis on performing and attaining, rather than learning and achieving, seems similarly puzzling as icons of professional aspiration. Sheila draws the final section of her paper to a close by suggesting three ways in which the teaching profession might collectively begin to reclaim its voice, its enthusiasm and its capacity to change what matters.