There has been a recent increase in the number of "advisory" or "support" teachers in the UK. These teachers are attempting to enhance the learning of children and the professional development of colleagues, across a number of schools. The emphasis is usually in some form of joint of collaborative work in classrooms. This approach to school development and change is making new demands on the support/advisory teachers themselves, on the "host" teachers and on head teachers and school management teams. This book outlines and analyzes a variety of current initiatives through the reflections of participants.