This digest highlights ways in which new and seasoned teachers are developing a repertoire of skills and knowledge that complement education reform efforts. For example, rather than seeing each stage of a teacher's professional life as distinct and separate, a more holistic view of the development of teacher from novice to advanced practitioner is recommended. Inservice programs must be recast to reflect the following paradigm shifts: (1) from deficit-based to competency-based approaches; (2) from replication to reflection; (3) from learning separately to learning together; and (4) from centralization to decentralization or site-based management. New concepts that have emerged in the past decade include professional development, partner, or clinical schools; educational partnerships; and mentoring programs. Societal issues such as crime, drug and alcohol abuse, poverty, homelessness, and child abuse have also influenced how teachers practice and are trained. To meet these challenges greater collaboration between social service providers and educators has become necessary. Results of this collaboration are evident in comprehensive service programs involving schools of education, medicine, nursing, criminal justice, and social work. (Contains eight references.) (LL)