The Inservice Teacher Education (ISTE) Concepts Study was designed to study the data needs in this area and to conceptualize the area in such a way that the Teacher Corps could guide its activities more effectively in light of the facts and opinions of the field. Report IV deals with the problems of creative authority and collaboration. Eight papers are presented, each giving a different perspective on the development of collaborative models. Sam J. Yarger describes a complex model for identifying populations and determining goals in relation to a variety of issues. James Boyer presents a model that can be used to sort out the varieties of inservice teacher education and its governance focusing on the need for multicultural education. Kenneth R. Howey presents an analysis of a teacher center developed by the Minneapolis Public Schools and the University of Minnesota to prepare teachers to operate in open classrooms. A group of papers deals with three aspects of social change which are becoming increasingly important to the creation of inservice teacher education programs: job sharing, current and pending legislation; and the problems generated by the extension of the school downward to include younger children. Papers representing the views of the American Federation of Teachers and the National Education Association regarding inservice teacher education are also presented. (JMF)