Significant attrition, high stress levels, and burnout in education indicate that organizational cultures may not provide adequate support for educator resiliency. Teacher retention in a time of teacher shortages is very important. Resiliency development must become a major goal of preservice programs. Resiliency attributes include competence, belonging, usefulness, potency, and optimism. Professional Development Schools are designed to allow for resiliency building at all levels of teacher education. Teacher preparation programs should provide: frequent interactions with credible teacher educators; guided and increasingly responsible interactions with practicing classroom educators; powerful, repeated, and authentic classroom experiences; and high expectations. Resiliency building is not occurring as it should be. Initial teaching assignments often work against resiliency. Inexperienced and less resilient novice teachers have no time to develop tools for succeeding in most settings and burn out early in their careers. Induction programs can help with this problem. Resiliency building requires some to change beliefs and practices and re-evaluate program goals. Individuals must take control of their own wellbeing and develop coping strategies. Preservice and inservice experiences should work proactively with individuals to provide supportive, collegial environments that promote a cooperative spirit and build a sense of belonging and competence. (Contains 21 references.) (SM)