Veteran teachers are often discontent because of the repetitive nature of teaching. New experiences, not repetition, are necessary for growth. Previous theories of adult development include deterministic models (such as those of Freud, trait and factor psychology, and behaviorism) and the developmental theory, which reveals no evidence of adult decline. Three Minnesota studies indicate that teachers show developmental stage movement when they assume complex roles. In North Carolina, a need for assistance to supervise initially certified teachers provided a mentoring opportunity to veteran teachers. In addition, another program allowed mentors to become mentor-trainers. The teachers learned coaching and instructional supervision, and, as a result, gained self-confidence and improved capacities for taking perspective and for absorbing significance from experience. The mentors' ages ranged from 30 to 55, but neither age nor experience influenced the impact. The 2 mentor-educators for each group of 12 to 14 potential mentors fulfilled 3 roles: teaching pupils, supervising beginning teachers, and serving a graduate school faculty role in teaching developmental instructional supervision. The remedies for veteran teachers' discontent with the repetitive nature of teaching are role-taking, increased responsibility, and reflection. Appended are 3 footnotes, 3 tables, and 45 references. (RG)