In the spring of 1986 the United Federation of Teachers and the Edwin Gould Foundation for Children embarked on a six-month study, visiting schools and talking with staff about what comprises and influences teacher professionalism. This booklet presents nine case studies that illustrate teacher professionalism in actual New York City public school settings. The following schools and programs were studied: (1) PS 87--Master Teacher Intern Program; (2) Middle College High School; (3) PS 97--Committee of Concerned Educators; (4) Manhattan Center for Science and Mathematics--Industrial Arts/Technology Education; (5) PS 321--Special Educator Support Program; (6) Aviation High School--Substitute Vocational Assistant Programs; (7) The Mott Hall School; (8) High School of Telecommunication Arts and Technology; and (9) IS 115--Project Basics. Most New York City public school teachers work under conditions that are far from professional. The following components of teacher professionalism were identified: (1) the individual; (2) the setting; (3) teacher schedules; (4) resource allocation; (5) support of administrators; (6) belief in the value of teacher's contributions; (7) shared educational philosophy; (8) focus on the needs of students; (9) sense of collegiality; (10) openness to experimentation; and (11) training and development. The following issues are examined: (1) professionalism, public image, and salary; (2) compensation for teachers who "go the extra mile"; (3) definition of master or mentor teacher; and (4) how to involve teachers on the periphery. Lists of preliminary recommendations and references are included. (BJV)