According to the author of this report, enthusiasm for inservice programs has been lacking, partly due to disagreement over program control and partly due to a perceived lack of relevance in the programs. This overview of a number of research and development projects suggests that the programs' relevance is the more important of these factors and that even mandatory programs may eventually be accepted by teachers when the classroom outcomes of the new approaches are sufficiently effective. On the other hand, the participation of inservice trainees in defining the needs and goals to be addressed by inservice programs is also important, and a number of the projects discussed in this report emphasize collegial approaches to program selection as well as to the implementation of new practices. Among the concepts described are peer coaching by teachers, the use of teacher cadres, and collaboration between administrators and teachers. One of the programs noted, the Teacher Center Project, differs from the other projects in that its programs are teacher-initiated and tend to be oriented toward individual training needs rather than institutional goals. The success of this project underscores the necessity of considering individual development needs when planning inservice education and staff development programs. (Author/PGD)