A central feature of the emergent pattern of educational reform is exemplified by alterations in the ways in which leaders of teachers' unions perceive themselves, their roles, and the relationship of their organization to their school district. Data for the study described here were derived principally from visits to and interviews with selected teacher union leaders in four cities--Pittsburgh (Pennsylvania), Rochester (New York), Cincinnati (Ohio), and Miami (Florida)--where practices such as site-based management, peer review, and differentiated staffing are prominent. Teacher union leaders in the four districts are collaborating with school authorities to create a different kind of school district. The union is no longer viewed, nor does it view itself, as an outsider to the education system; union leaders are becoming players in the system, assuming joint responsibility with the superintendents for the long-term survival and health of the school district. Much about the collective bargaining relationship is also changing from an adversarial stance to win-win negotiations, nonconflictual interest bargaining, and consensual decision making. Union leaders are increasingly developing allies and coalitions in the business and civic communities as well. The new type of union leader shows five key attributes: commitment to the union, vision of the future, intense understanding of politics, willingness to take risks, and desire to see change through to completion. (AMH)