A couple of things surprise me about what 'real' planning is according to these experienced teachers.  For example, Lisa mentions that she plans sometimes with standardized tests in mind.  I understand that often this is unavoidable.  I was surprised, however, to witness a teacher actually admitting to it.  Another somewhat surprising thing that I have learned is that Adam uses an electronic planner.  How do you submit copies of THAT to your principal?  I suppose one could send an e-mail, but don't the administrators need hard copies? 
The teacher videos confirmed much of my own experiences and thinking.  Like Mary, I planned for every day when I taught high school Latin.  I also found myself having to make adjustments to my plans.  Hence, flexibility was a must.  Like Crystal's experience, my plans often did not turn out the way I envisioned at the time I first drafted them.  I had to learn to be patient and willing to adapt to be successful and effective in my teaching and planning. 
I noticed a number of recurring themes:  fluidity, collaboration with colleagues, planning with the needs of the students in mind, backward planning.  I understand the importance of all these.  However, collaboration wasn't a feasible approach in my own teaching experience, primarily becsause I was the only Latin teacher in the school.  Therefore, how could my colleagues who knew no Latin help in my planning?  Well, one could argue that I could have collaborated with the other foreign language teachers.  That sounds viable, but in reality it isn't.  Latin is not necessarily taught the way the modern foreign languages are.  Although perhaps some collaboration would have been possible, it nevertheless would be quite limited in its range and effectiveness.
Auta i lome.