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This chapter features three personal reflections written by practicing teacher leaders from North Carolina, Kentucky/Missouri, and New Jersey. The first two reflections describe various challenges and successes of instructional coaches working with new teachers and experienced teachers in two different schools. The third reflection recounts one teacher’s frustrating experience trying to provide support for his school’s Parent and Teacher Organization. The chapter concludes with five questions for discussion and reflection.

Across the world, 3.3 million people die every year as a result of harmful use of alcohol. In Australia, excessive alcohol intake is responsible for 3.2 percent of the total burden of disease and injury. Disulfiram is one of the few pharmacotherapies approved for the treatment of alcohol dependence, and interferes with the metabolism of alcohol causing unpleasant symptoms as a deterrent effect. To date, no studies have examined the efficacy of disulfiram in an outpatient setting in Australia. The purpose of this paper is to describe the medium term outcomes of patients commencing disulfiram in a specialized drug and alcohol outpatient setting in Australia.

Data were extracted from outpatient clinical notes for all patients commenced on disulfiram at any location in the drug and alcohol service between January 1, and December 31, 2013.

In total, 80 patients were included in the study. At three months following commencement of treatment, 42 patients (53 percent) were considered to have been successfully retained in treatment. Totally, 36 (45 percent) patients reported remaining completely abstinent from alcohol during their first three months of treatment. Patients that self-referred to outpatient disulfiram treatment had 75 percent lesser odds of succeeding in treatment compared to those that were referred by other means (i.e. via hospital, GP or forensic services).

This study demonstrates that patients receiving supervised disulfiram for three months in the context of this treatment model can achieve abstinence. Further work is needed to compare this with other treatment options.

This chapter complements the one that appeared as “History of the AIB Fellows: 1975–2008” in Volume 14 of this series (International Business Scholarship: AIB Fellows on the First 50 Years and Beyond, Jean J. Boddewyn, Editor). It traces what happened under the deanship of Alan Rugman (2011–2014) who took many initiatives reported here while his death in July 2014 generated trenchant, funny, and loving comments from more than half of the AIB Fellows. The lives and contributions of many other major international business scholars who passed away from 2008 to 2014 are also evoked here: Endel Kolde, Lee Nehrt, Howard Perlmutter, Stefan Robock, John Ryans, Vern Terpstra, and Daniel Van Den Bulcke.

This chapter synthesizes Chapters 13–17. After distinguishing teacher leaders as individuals who enact various functions of teacher leadership in today’s schools, the chapter describes three themes related to teacher leader preparation and development in professional development schools (PDSs): (1) teacher leaders are made not born, (2) school–university partnerships create the conditions for developing high-quality teacher leaders, and (3) PDSs have the potential to develop teacher leaders as teacher educators. The chapter concludes with recommendations on how teacher leadership in PDSs can be strengthened.