Traditional norms of independence and autonomy amongst teachers and administrators must be transformed into norms of interdependence and collaboration in order to support the reflection and introspection which these fundamental reforms will require. Sustained professional dialogue in community must replace hierarchial supervision for teachers and adinistrators must move beyond management to provide leadership for this transformation. School organization itself must change in order to provide the time, motivation and support which such intense rethinking and requires. This volume considers the type of preservice and inservice programs that are required to prepare and support teachers as they strive to become lifelong learners and to develop that same ability in their students.