Looping supports an environment where both teachers and students have the opportunity for deep investment in their personal journeys. Of course, students are the first priority when making decisions about best educational practices. Nevertheless, teachers have documented added personal benefits attributed to their participation in a looping program. In an interview investigating the progression of multi-year teaching, Pat Sanford, who began teaching in 1976, reflected on her participation in looping as a veteran teacher, “[Teachers] my age are not [always] open to change. But looping has helped me see what can happen in education,” (Jacobson, 1997). In the same article, author Linda Jacobson concluded that, “For many teachers, looping also
