This article highlights how considering questions of cultural positionality, especially from the perspectives of career teachers, can help support communities of teachers still in the developmental stages of their practice. In doing so, the authors: (1) challenge preexisting stereotypes of "master" and "novice" teachers; (2) offer a new framework for identifying and working through challenging areas of one's teaching that they call Pose/Wobble/Flow; and (3) and underscore how the practice of public reflection is sorely needed in today's teacher education programs.