This document discusses the complex nature of teacher work and pedagogy. It argues that teaching, learning, curriculum, and assessment are interpenetrating complex adaptive systems. It is difficult to experience teaching as a coherent process due to this huge complexity. However, teachers build schemas and use heuristics over time to help structure their understanding and practice by simplifying some information. Reflective practice is important for identifying flaws in heuristics and schemas and considering changes based on research into complexity. The development of wise judgment comes from continually refining these processes through experience.