Educators should know the components of the school situation before they enter the profession. To establish a work setting conducive to professional development, the educator must work within the community, the school district organization, the school itself, the teaching program, and professional development activities. These components should form an interrelated network that enhances and motivates all participants in the educational process. School-based programs can use community or local industry resources, emphasizing the integral part played by the school in the community. Those responsible for providing a range of preservice experiences for prospective teachers should help them become aware of the school climate and how to adjust to it. Through field experiences, student teaching experiences, and supportive counseling in the beginning years, the adjustment to the teaching profession can be effectively monitored. The school climate must be a continual factor in stimulating professional growth if teacher burnout is to be avoided. Such methods as rotating assignments, sharing office space, annual goal-setting, constructive evaluation, and a responsible reward structure can be used to increase and continue professional development. (FG)