Abstract
Teaching occurs in classrooms that are part of larger social, political and educa tional context. Ward describes the com plexity of enhancing teacher perfor mance within this context and outlines four dimensions of teacher development that warrant special attention: (a) actions and policies of state legislatures and state boards of education; (b) the nature of the teacher work force; (c) the characteristics of the schools in which teachers teach; and (d) the administra tors with whom teachers work. The author further describes the most com mon features of current teacher develop ment programs, the characteristics of effective programs, and the essential elements commonly omitted from programs.
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