Over the past two decades, scholars and practitioners in a variety of industries have considered work redesign among a constellation of strategies to promote employee recruitment and retention, development, motivation, and performance. Although educational policymakers in the middle to late 1990s shifted their attention to standards, systemic reform, assessments, and accountability, teacher work redesign remains in schools in both familiar and unfamiliar forms. The authors have seen the development of new teacher leader roles, particularly around the tasks of curricular and instructional improvement. They continue to witness an emphasis on teacher participation in school decision making, and they note the emergence of new responsibilities for teachers associated with efforts to promote teacher research, distribute school leadership, and build communities of practice. These last efforts are not typically thought of as work redesign, but the authors of this chapter will demonstrate how they are, and how they represent new, potentially effective approaches to the promotion of teacher development and school improvement. They explore the promise of work redesign for teacher workforce development by examining both the theory of redesign and the research on its effectiveness. (Contains 1 table.)