Several assumptions currently held by many inservice planners and deliverers are presented and challenged. A new model of inservice programs is outlined that pays attention to the characteristics of maturing and growing professional educators and that demands new forms for delivering inservice to individuals and school clients. Inservice delivery models proposed include the linking agent model and the organization development model. The linking agent model consists of field agents who travel from school to school helping clients identify their needs and then providing assistance as they search for research validated solutions. The organization development model aims training and development efforts toward helping people in schools come together and use the resources they already possess in more effective and satisfying ways. The paper concludes with a list of policy and organizational changes needed within agencies that currently house the major actors in inservice education: local school districts, state departments of education, and institutions of higher education. (Author/MLF)