Almost always, teachers need help in one of two general categories. The first category relates to the ability to provide students with "meaningful work." Teachers who are in need of improvement in this area may struggle to design and implement effective, best-practice strategies that engage students. Teachers also often need help in another category: the ability to develop "meaningful relationships" with students. Administrators have an ethical responsibility to help teachers who are in need of improvement. They must have a philosophy for working with teachers who are in need of improvement, a basis for the development of a process to help teachers improve. In this article, the authors explore how to help struggling teachers by systematically identifying areas for improvement, rallying support, encouraging reflective practice, and releasing responsibility. They stress that by responding to teachers who are in need of improvement in an ethical fashion using a practical, effective process that is based on a set of sound principles, principals can ensure that they have contributed to building a culture in their schools where all members of the school community have the opportunity for the learning and the growth they deserve.