The "ERIC Review" announces research results, publications, and new programs relevant to each issue's theme topic. This issue focuses on the changing face of K-12 professional development for both preservice and inservice teachers. The opening article by Dennis Sparks, "A Paradigm Shift in Staff Development," describes a paradigm shift that professional development is undergoing based on changing ideas about ways to measure student achievement; a recognition that curriculum, instruction, assessment, and school organization are intertwined; and a new understanding of how people learn through models and experience rather than passive absorption of information. The lead article, "Professional Teacher Development" by Mary Dilworth and David Imig, describes the teaching force today, and changes in teacher education and development programs. Joseph Vaughan of the U.S. Department of Education describes efforts by the Office of Educational Research and Improvement to build and support a professional development agenda based on input from teachers and other stakeholders in "OERI Launches Professional Development Initiatives.""Teacher Collaboration in Urban Secondary Schools," a digest from the ERIC Clearinghouse on Urban Education by Morton Inger, explores how teachers can work together to improve teaching and learning. Additional articles include "Teacher Professionalism: The Movement Has Begun" (Arthur E. Wise); "Assessing Accomplished Teaching" (from AFT's "Questline"); and "Professional Development Schools: Their Role in Teacher Development" (Ismat Abdal-Haqq). Reading and resource organization lists on professional development are also provided. (AEF)