The reports included in this annotated bibliography of 11 publications on school improvement teams suggest that ownership and commitment to improvement are natural consequences of shared planning and decisionmaking, that overcentralization has severely limited the scope of teachers' professional discretion, and that quality circles--stressing active employee participation--can enhance schools. Subsequent reports examine four models of structured teacher participation in school management; explore a site-based improvement program in eight Oaklahoma City schools that began with training the principal, a teacher, and a parent at each school; review a book offering step-by-step assistance for school improvement teams in which teachers play leading roles; and detail how school improvement teams healed the wounds from a teachers' strike in Minnesota. The remaining documents considered include an annotated bibliography on school improvement teams, a report on collaborative and prompt goal setting as the key to improving schools, and a description of a program in Fairfax County (Virginia) designed to increase participation in school management. (KM)