The emphasis of this book is on means to meet teacher inservice needs more adequately in a teacher center setting. Process steps for planning and developing inservice programs based in teacher centers are outlined. The role of the central planning committee is crucial to the establishment of a successful teacher center. The responsibilities of this committee include setting policy, securing operating funds, selecting client groups, monitoring programs, and providing direction for the program in general. In identifying needs for a center, the teachers themselves are an integral element in and should be well represented on the central committee. Cooperative planning for a teacher center involves not only the assessment of needs, but the identification of problems, and use of educational resources and research results in solving the problems. These activities should be collectively addressed by all center personnel working together in teams or on committees. Planning sequences are provided in this publication with sample worksheets that may be used to establish priorities, plan actual workshops, select materials, and evaluate and review procedures. (JD)