Helping Struggling Teachers.

In the current context of heightened accountability for schools and their leaders, educators are searching for ways to restructure, e ru ry reform, or renew the whole of what we call schooling. One element of this improvement process is capacity building—the development of all people who serve the school, both within its walls and in the community (Fullan, 2000; Schmoker, 1999). Capacity building means training, mentoring, developing, and supporting professionals at all levels of service. As expected teacher and administrator shortages become more acute, we will need to retain, assist, and support current personnel. Marginally performing teachers will test our commitment to improvement. Administrators face the demanding challenge of maintaining high standards while offering increasing levels of assistance to individual teachers so that they can meet