A small percentage of teachers need an individualized inservice program designed according to diagnosed needs. Through the cooperative efforts of the school system and the university a model for delivering diagnostic-prescriptive inservice can be developed. Two essential components of the prescriptive inservice model are the inservice associate (consultant) and the inservice laboratory. Phase I of the proposed inservice program involves the assessment of teaching skills for a specified group of teachers and the designing of recommended prescriptive programs. Phase II focuses on the development and/or improvement of specified competencies, and Phase III involves the evaluation of each teacher's measurable progress. (Author)