Recently, the traditional school structure has been harshly scrutinized for several key defects, including bureaucratic rules and regulations, professional isolation of teaching staff, evaluation systems irrelevant to instructional improvement, low teacher participation in decision making, and noncooperation between teachers and administrators. This article surveys a variety of new structures categorized under school improvement and professional development that demand teamwork and creation of a school community where the faculty works together on common goals. Many of these programs have already been implemented, and none is a radical departure from traditional school organization. School improvement as a community responsibility involves "lead teachers" guiding and influencing others' activity, collaborative teacher-administrator improvement teams, and teacher evaluation of education programs. Teachers assuming responsibility for their own professional development need a collegial atmosphere in which to improve their skills. Among the available development programs are peer observation, peer coaching, on-the-job training, teacher centers with expert teachers, mentor programs, and teacher support teams. Key factors in all these new structures are mutual respect and cooperation between teachers and administrators. Appended are 11 references. (MLH)