Eleven authors, writing from different vantage points and offering different kinds of expertise, were asked to respond to a teacher-initiated professional development activity. Researchers were chosen who hold very diverse views and conducted very different kinds of studies. Other professionals were also asked to respond. They included a classroom teacher, a teacher center specialist, a staff developer, a curriculum developer, and a principal. The following papers are presented: (1) "Developing Teachers Not Just Techniques" (Douglas H. Heath); (2) "Using Time Effectively: A Self-Analytic Approach" (Jane A. Stallings); (3) "Trusting Teachers to Know What's Good for Them" (Betty Dillon-Peterson); (4) "Consulting with Technical Instructors in a Business Environment" (Lyn Corno); (5)"The View from Next Door: A Look at Peer 'Supervision'" (Valerie Bang-Jensen); (6) "Teacher Expectations: A Framework for Exploring Classrooms" (Thomas L. Good and Rhona S. Weinstein); (7) "Staff Development Through a Collegial Support Group Model" (Sam Rodriguez and Kathy Johnstone); (8) "Thinking About Teaching" (Gary A. Griffin); (9) "Working with Teachers: The Advisory Approach" (Maja Apelman); (10) "Tasks in Times: Objects of Study in a Natural History of Teaching" (Frederick Erickson); and (11) "The Classroom Teacher and Curriculum Developer: A Sharing Relationship" (Kathlen Dunlevy Morin). A twelfth paper, "Working Together to Improve Teaching" (Karen Kepler Zumwalt) explores the differences and similarities among the authors of the 11 invited papers. (JD)