Members of the teaching profession have been assuming more responsibility for their own work and seeking professional self-governance. Legislation enacted by at least 33 states has legalized the rights of professionals to take part in making decisions about requirements for entering the teaching profession, as well as improving the performance of those who remain in the profession. This enabling legislation has, in most cases, provided for delegation of some of the state's responsibilities for education to bodies of practicing teachers. Most state educational reform legislation includes incentive programs for teachers. This paper reports on the progress of a study that documents the status of legislation which provides for career ladder incentives for teachers, and the role of existing self-governing bodies in this process. The study design incorporates: (1) a systematic review of enabling legislation on a state by state basis; (2) documentation of career ladder provisions in current legislation and the role of existing self-governing bodies in this process; and (3) analysis of perceived effectiveness of career ladder initiatives by governance body members, state departments of education, teacher educators, state teacher associations, and classroom teachers. While the study has yet to be completed, 10 trends in career ladder plans are identified. (JD)