The subject of restructuring teacher education and working toward the improvement of educational opportunities in the schools is addressed. Teacher education faculties often are in power struggles with other faculties in colleges and universities and are often underrated as professionals. Decision-making in regard to teacher education is becoming more political. There should be more reasonable expectations about what teacher education programs can do and the assumptions upon which they are based should be clarified. The term "teacher educator" includes both campus-based and school-based personnel. While competencies are basic in teacher education, a broader philosophy is needed. Three areas of improving the preparation of educational personnel are dealt with. In respect to governance of the schools, solutions to problems and design of programs will be more effective when decisions are made collaboratively and rationally. In the design and implementation of teacher education programs it is important to keep in mind fundamental issues such as what is the purpose of schools, what kinds of personnel are needed, and what competencies do those professionals need to possess. It should be assumed that professional development is career long and major tasks in this area can be accomplished by good inservice programs. The quality control of all educators is of critical importance. Teacher educators must refine and improve procedures for insuring that only the ablest enter the profession. Greater attention must be paid to recruitment, admission and program retention, entry and retention in the profession. (JD)