This monograph presents eight cases of schools, colleges, and departments of education (SCDEs) in which faculty members are creating experiences in teacher education that are standards-based, elevate the conversation about the profession among teachers, and create more coherent wholeness in which being an educator includes membership in a distinct professional community. The papers are: "Connecting Partners in a Learning Community: "Higher Education, School Districts, and Business and Community Groups Use the National Board's Five Core Propositions to Advance the Professional Development of Experienced Teachers" (Francine M. Tompkins); "Preparing Math and Science Teachers: The NBPTS Standards and a Reflective Portfolio Process Help New Teachers Begin Their Practice Thinking Like National Board Certified Teachers" (Dan Richard Saurino); "Reforming Teacher Education: South Carolina Institutions of Higher Education and Schools Engage in Systemic Reform that Uses the NBPTS Standards and Focuses on Cultural Diversity, Technology, and Community Involvement" (Earline M. Simms); "Articulating the Teacher Development Continuum: The National Board's Standards are Used to Create a Developmental Path toward Accomplished Teaching and Enhanced Student Achievement" (Lynn Gaddis); "Creating a Culture of Accomplished Practice: Documentaries of the National Board Certified Teachers Bring Standards to Life and Foster Systematic Analysis" (Traci Bliss); "Collaborating for Teacher Development and Candidate Support: The Combined Efforts of Higher Education and an Urban School District Result in New Advanced Degree Programs and Growing Numbers of NBCTs" (Victoria Page Jaus); "Analyzing Classroom Practice: A New Certificate Program Helps Teachers Get Ready to Apply for National Board Certification" (Jean Linder); and "Advancing Teacher Knowledge: National Board Certified Teachers Play a Central Role in Helping Redesign a Master's Degree Program Focused on the National Board's Standards, Content Knowledge, and Integration of Technology" (Joan P. Isenberg). (Papers contain references.) (SM)