Abstract
Palaich describes the complexity asso ciated with enhancing teacher quality and teacher development. No single reform plan, argues the author, will suffice. The first steps toward enhancing teacher quality include the precise iden tification of the school conditions that must be changed to enable teacher growth and the delineation of goals that teacher incentive systems are structured to achieve. Those goals are identified as: (a) improving teaching and learning, (b) improving the school as an organization, (c) changing certain characteristics of the teacher work force, and (d) strengthen ing community confidence in the school.
Get full access to this article
View all access options for this article.