This report presents a model for single school staff development projects or programs within a large urban-suburban central system. Characteristics of such a system are identified as: rapid changes in the nature of the student population; active community interest; active teacher participation; the use of annual school plans and school board goals as planning tools for implementing development; a built-in staff development vehicle in each system-based program; and the need to distinguish between goals and shrinking financial resources for supporting inservice activities. In addition to examining traditional inservice activities at a single school site, this report and the models proposed emphasize a concept of continuing staff development. The report is divided into three components. The first presents an analysis of a central system's organization and resources in terms of its impact on single school staff development programs and the impact of single school programs on the system level. The second section discusses the role of the principal, the decision-making process at different levels, teacher incentives, collaboration with agencies outside of the school, and inservice problems. In the third section, two hypothetical models are offered for initiating preservice and inservice projects at a single school site. The elementary model is based on an open-concept school organization characterized by active teacher involvement in a vertical and horizontal committee structure for staff and curriculum development purposes. The secondary model suggests ways to teach the four basic academic skills of reading, writing, computation, and study across discipline lines. (JD)