The characteristics of the talent pool that will be available to the teaching profession is largely controlled by institutions and agencies that either have only a passing interest in the education of teachers (major universities) or by those that have a vested interest in maintaining the status quo (schools of education that are dependent on filling their classes with students). The public schools have been encouraged to develop reward systems aimed more at recruiting new teachers than at maintaining or motivating them. Given the perception that many teachers are marginally qualified, administrators receive more status and rewards than teachers. The organizational structure of schools provides few meaningful ways of promotion and advancement, other than by renouncing teaching and becoming an administrator. Sex stereotyping has encouraged administrators to believe that teachers generally are inadequate managers and has encouraged teachers to believe that administrators are bosses rather than colleagues. The net effect is to discourage entrance into teaching and to encourage bureaucratic solutions, cynicism, and a lack of intellectual leadership in schools of education and in the public schools. By conceptualizing schools as workplaces and students as the primary workers, the role of oridinary classroom teachers becomes that of a first-line supervisor as opposed to a low-level employee. Responsibility for the professional training of teachers should be divorced from institutions of higher education and teacher education should once again be placed where it in fact occurs: in the public schools. (JD)