This book sets out to put the many questions raised by the selection of urban teachers into a meaningful context, and to suggest some answers. The thesis of this book is that, as quickly as possible, the process by which urban teachers are selected must be converted to a contemporary merit and fitness system. The ability to understand and reach all kinds of children, and to devise or apply new approaches to that end when necessary, must be vigorously sought. Except for the first chapter, the book is organized sequentially; Chapters two through seven cover the various aspects of teacher selection, moving from the training of urban teachers through their recruitment, selection, and assignment to their accountability and promotion. Chapter one is designed to provide an overview of the urban teacher's world: what is the teacher like; what are the students like; what is the school and school district like; what important pressures bear down on the teacher; and how does he or she respond. The book is directed at the broad range of people who are vitally interested in public education and who can affect its future course. The New York City Commission on Human Rights' investigation of teacher supervisor selection in the city school system provided the inspiration for this book. Much of the factual material, updated and expanded where necessary, came from the hearings. (Author/JM)