The document comprises three articles which analyze roles and tasks of teachers in innovative secondary schools in Belgium, Norway, and England. Innovative secondary schools are interpreted as schools which favor educational practices such as open classrooms, team teaching, individual student projects, student participation in decision making, flexible scheduling, elective courses, and elimination of formal grading. The first article, written in the French language, presents information about innovation at L'Athenee Royal de Gembloux--a high school in a small industrial town outside Brussels, Belgium. Major objectives of the school are to encourage freedom of curriculum choice, individualized instruction, and relevance of subject matter. Teachers work toward these objectives by offering counseling and guidance to students, evaluating students individually by oral examination, providing remedial tutoring, encouraging group work, and offering varied curriculum options. The second article focuses on the Landoya high school, located in a suburb of Oslo, Norway. Teaching techniques favored at Landoya include team teaching, encouragement of student self-direction, cooperation with students in decision making and soliciting feedback from students. The third article examines teaching and learning at Countesthorpe College, located near Leicester, England. The school's chief contribution to pedagogical originality is team teaching in an open school setting, with emphasis on variety of individual choice within broadly defined common curriculum areas. (DB)