The role of advisors at Washington West Resource Center (Vermont) is described in this report as providing professional and personal support to teachers. Advisors and teachers in this program work together on such topics as curriculum development and implementation, classroom organization, specific skills development, materials and acquisitions, and relationships with parents, principals, and colleagues. Advisors work with teachers at the teachers' request and have no evaluative or supervisory function. In February, 1980, a Teacher Advisor Internship Program was implemented in order to increase advisory services to schools and to provide an opportunity for regular classroom teachers to become involved in advisor work. These interns met with the center's staff at regularly scheduled times to share their experiences, pose questions, and examine the general effectiveness of the program. They kept journals which were used to describe specific teacher-advisor contacts as well as a log which indicated the amount of time spent doing advisory work. Brief sketches of three interns' teaching backgrounds are given as well as descriptions of activities and quotations from the journals. A list is appended of methods advisors used in acting as participant-observers, such as improving school climate, motivating and enabling teachers' pursuit of professional improvement, enabling teachers to articulate their values and goals, and extending the services of a teachers' center to other schools. Program statistics and samples of forms used in the program are also appended. (JD)