| Sumario: | The article states that it has become the responsibility of the local school district through in-service education and appropriate supervision to make possible teacher growth toward new educational requirements. It is now evident that there is more to a learning environment than the presence or absence of appropriate materials. Children cope successfully with learning problems in a variety of ways. It is now expected that teachers must be capable of assessing cognitive learning styles and affective relationships in order to provide appropriate learning settings. The solution herein presented began with a study of what already existed with regard to teacher behavior in the Brentwood Public Schools, Long Island, New York. The material-centered teacher has established classroom routines that enable the class to function with a minimum of time spent in structuring the activity. The teacher in the innovative stance is one who generally subscribes to the ends of instruction spelled out in curriculum guides or the materials themselves. The big hope for such a framework is that supervisors will begin to recognize differences in teachers' levels of competence and will develop behaviors that are appropriate for moving a teacher from one stage of development to another.
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