A group of three conference papers, all dealing with ways to improve teacher effectiveness, is presented in this document. The first paper, "Improving Teacher Effectiveness" (Twyla Stewart), describes the efforts of the Center for Academic Interinstitutional Programs at the University of California, Los Angeles. The program focuses on helping teachers address the issues of content and concept through collaborative organization. A new model, expanding the role of the teacher as instructional leader, professional developer, mentor, and clinical consultant, should be considered. The second paper, "Teacher Effectiveness" (Charles Moody), asserts that teachers and schools have been effective in their original purpose: to legitimize adult economic inequality. To make schools truly effective we must realize that all students can learn, and that we know all we need to know to educate all students. When educators understand that equity and excellence do not compete with each other, then schools will become effective. Recommendations are made for improving teacher effectiveness. The third paper, "Improving the Quality of Teachers for Minority Students" (Ana Marie Schuhmann), reviews the declining numbers of minority teachers, and suggests various ways of improving teacher quality to help close the achievement gap between majority and minority students. The number of minority teachers should be increased, and teachers should be proficient in the culture and language of their minority students. A list of references is provided. (BJV)