In the English Department at Illinois State University, a number of programs are carried out which validate secondary teachers. Undergirding the departmental policies is a view of a dialogic relationship among the three discourse communities involved: student teachers, secondary teachers, and university professors. The journey of a student teacher is like a mythical, heroic journey. Student teachers are like internal seekers on a personal quest. In light of such a perspective, student teachers are asked to keep journals. The journeys of student teachers must result in empowerment, which will allow for the empowerment of others. The hero's journey is also marked by encounters with older and wiser mentors. Student teachers must also deal with fears, which are like the enemies or walls faced by the hero. Student journals often reflect such fears. Illinois State's program also focuses on attempts to create community among student teachers, other teachers, and administrators. Collaboration, conferences, and articulation programs have been initiated. A banquet is held after student teaching to celebrate the successful completion of the program. Student teachers are encouraged to conduct research during their experience. Questionnaires seeking data from cooperating teachers provide useful feedback. Positive benefits have resulted from these programs, all based on a vision of student teaching that centers on its heroic and life-enhancing aspects. (HB)