This document reports on the 1991-92 Teacher Recognition Program honoring exceptional teachers from rural and small schools in the New England states, New York, Puerto Rico, and the Virgin Islands. The program was intended to enrich the quality of education in the Northeast United States and its Caribbean jurisdictions by sharing information about outstanding teaching practices and those who implement them. The program sought nominations for teachers who incorporated multilevel grouping strategies into their classrooms, preschool through grade 5. Multilevel grouping or ungraded classrooms promotes learning by placing students in small groups with flexible age boundaries that provide opportunities for children to interact with other children of different backgrounds, personalities, abilities, and interests. Evaluation of students' progress is continuous and takes into consideration each child's past individual performance. Teacher nominations came from central office and building-level administrators, other teachers, and members of educational organizations. This volume offers a brief profile of each of the nine honored teachers and excerpts from their submitted portfolios that discuss philosophy, describe programs and sample class activities, share evidence of impact, and briefly summarize their approaches. Three finalists are also acknowledged for their valuable teaching practices. (LP)