This article constitutes a suggestion for substantial changes regarding the understanding of contemporary teacher roles as adopted in the diverse school environment, regardless of the actual subject being taught. Having discussed classical teacher roles from a diachronic perspective, the author defines new teacher roles, based on research conducted with 127 primary and secondary school teachers. The research reveals that classical roles that have defined the teaching profession for years must be redefined due to the dynamic nature of the contemporary school environment. This article, divided into two main sections—theoretical and empirical—clearly implies that the tasks and duties of the contemporary teacher define the innovative roles, thus bringing about new challenges for teachers in the dynamic Polish educational context. As a result, this article is the starting point for a discussion concerning future teacher roles and teaching itself, including those requirements from teachers at various stages in education.