School reform efforts may prove ephemeral without changes in the teaching occupation. The field lacks professional discretion, career advancement, and adequate compensation. As a result, the profession fails to attract enough educationally qualified people. Experiments in changing teacher work roles are being done to try and fill this shortage. These efforts fall into three types: (1) career ladder programs; (2) shared decision-making; and (3) altered school organizational structures. The first category divides teachers into four types: novice, classroom, enhanced classroom, and expert. With each "rung" comes increased responsibility and pay. Shared decision-making includes site-based management, in which significant educational decisions are made by teams of teachers and administrators, and trust agreements that enable teachers to help develop written management decisions. The third type consists of instructional team teaching, charter schools (with "charters" allowing them to explore educational innovations), and small group models. Some schools incorporate multiple reforms as there is no one correct strategy. Targeting reforms at problem areas is of critical importance as well as considering the amount of responsibility teachers are willing to accept, the principal's role, and labor reconfigurations. Bureaucratic inertia can be a significant barrier; however, legislative action can serve as a catalyst for change and break many obstacles. (EJS)