Examines ways principals can make more effective use of their central place in the professionalizing of teaching. Suggests that principals ought to create environments that enable teachers to discover their own skills and talents. Principals' support groups and centers can be helpful in facilitating this process. (DR)

Finds fault with federal and local attempts to improve and influence the teaching profession. Points out that federal and professional standards are fruitless or counterproductive in the absence of local organizations that can apply them in the classroom. (DR)