This book suggests that professional knowledge (knowledge of subject matter, curriculum, and pedagogy) is not sufficient for becoming an exemplary teacher. It must be combined with interpersonal knowledge (relationships with students and with the educational and local communities), and intrapersonal knowledge (teachers ethics, dispositions, and reflection). Six of the seven chapters develop the topics from vignettes of exemplary teachers in action. The structure of the chapters gradually reveals the ecology of exemplary teachers' classrooms. The book includes a discussion of how interpersonal knowledge becomes the focus for creating an environment that encourages social learning, respect, and trust, and it provides a brief look at how reflection, ethics, and dispositions shape the lives of exemplary teachers and influence the decisions they make in the classroom. There is a conceptual model for becoming an exemplary teacher as well as suggestions for structuring cultures for social learning and the intellectual environment of the classroom. A chapter on working with parents includes discussions of parents and professionals as co-teachers, involving parents, and parent-teacher conferences. (Contains 109 references.) (MAH)