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Universities and schools, administrators, teachers, bargaining units, and teacher educators must come together to create systems grounded in principles of effective teacher education and professional development. It's about establishing system-wide norms and practices of professionalism, career-long learning, and inquiry into practice. It's about making a commitment to improving education for America's culturally, ethnically, and linguistically diverse students and the professional lives of the teachers who serve them.

Darling-Hammond, L., & McLaughlin, M.W. (1995, April). "Policies that Support Professional Development in an Era of Reform." Phi Delta Kappan. 597-604

Feiman-Nemser, S. & Parker, M.B. (1992). "Mentoring in Context: A Comparison of Two U.S. Programs for Beginning Teachers." Special Report from the National Center for Research on Teacher Learning, Michigan State University, East Lansing. Mi.

Fullan, M. (1994). "Teacher Leadership: A Failure to Conceptualize" in Teachers as Leaders: Perspectives on the Professional Development of Teachers. Phi Delta Kappan.

Fullan, M. (1993). Change Forces: Probing the Depths of Educational Reform. Bristol, Pa.: The Falmer Press.

Hargreaves, A.., editor. (1997). Rethinking Educational Change with Heart and Mind. 1997 Yearbook of the Association for Supervision and Curriculum Development. Alexandria, Va.:ASCD.

Ladsen-Billings, G. (1993). The Dreamkeepers, Successful Teachers of African American Children. San Francisco: Jossey-Bass Publishers.

Lieberman, A. (1995, April). "Practices that Support Teacher Development: Transforming Conceptions of Professional Learning." Phi Delta Kappan. 591-596.

Lieberman, A. & McLaughlin, M. (1992, May). "Networks for Educational Change: Powerful and Problematic." Phi Delta Kappan. 673-677.

Little, J.W. (1996, May). "Organizing Schools for Teacher Learning." Paper presented to AERA Invitational Conference on Teacher Development and School Reform.

Lytle, S.L. & Cochran-Smith, M. (Eds.). (1992). Inside-Outside: Teacher Research and Knowledge. New York: Teachers College Press.