Never before have I encountered a profession whose master narrative has been crafted largely by people outside the profession itself. The knowledge, practices, beliefs and stories – all of which make up the culture of a group, have largely been imposed on teachers by others outside of teaching. Teaching Wisdom aims to reclaim the narrative and author the culture of teaching as teachers see it, ie from the vantage point of the teacher themselves, through a recognition of their professional knowledge, their evidence-base, their decision making and their practice. The evidence that teachers hold individually and collaboratively about student learning, when critically examined using data from students, their colleagues, the research literature and their own self experience, is as scientific and useful as any other form of education evidence. More importantly the evidence from teachers is critical to forming a culture which shares its own wisdom to generate improvement from within the profession itself. For too long the source of improvement in education has been coveted by governments and policy makers, and it is overdue that teachers take back the ownership of creating value through their own culture, their own tribal cave walls – full of the markings, symbols, stories, and wisdom generated by teachers themselves.