Teachers receive direction from national commissions, researchers, staff developers, state education personnel, superintendents, parents, private pressure groups, the courts, commercial vendors, federal regulators, and politicians. This direction overload depletes energy, blurs individuality, and erodes confidence, causing many educators to either leave the profession or become resistant to change. In her work as a staff developer, the author has found that it is helpful to foster teachers' self-reliance by encouraging them to (1) find other teachers to observe, question, and learn from; and (2) take time alone to reflect on their individual professional identities. When teachers make a commitment to get to know themselves and to develop give and take relationships with their colleagues, they gain a sense of empowerment and a welcome freedom from the confusing and often unnecessary direction of those outside the classroom.