This book examines how a relationship between the University of Vermont and school districts throughout the state enables teachers to earn graduate credits through year-long Problem-Based School Development Institutes. The institutes take participants through a cycle that includes identifying a problem, conducting background and action research, field testing possible solutions, and recommending action. By starting with a teacher-identified problem, problem-based school development overturns notions that professional development is irrelevant to everyday life in schools. When citing various success stories, the papers acknowledge the struggle between energy (which inspires change) and order (which schools need to function smoothly). The papers conclude by offering principles of policy development that accommodate both. After "Preface: Gathering Energy for School Development" (John H. Clarke), there are six papers: (1) "How Problem-Based School Development Works" (John H. Clarke and Stephen D. Sanborn); (2) "Linking Adult Learning and School Development" (Judith A. Aiken); (3) "Developing a Problem-Solving Team" (Jane Briody Goodman); (4) "Leadership Through Dialogue" (Karin K. Hess); (5) "Planning Institutes: The Medium is the Message" (Nancy A. Cornell); and (6) "Policies Supporting Adaptive Growth" (Stephen D. Sanborn and John H. Clarke). (Contains 48 references). (SM)