A recent model for the design of staff development programs for educators includes 5 stages--readiness, planning, training, implementation, and maintenance--each of which is defined by a set of 4 to 11 practices. To test this model and the relative merits of its 38 practices and its underlying assumptions, a national questionnaire survey of over 400 professors and practitioners with staff development expertise was conducted in spring 1981. Practitioners and professors responding (over 80 percent) indicated strong support for all 38 practices and agreed that 9 of them were essential (including developing a positive school climate before starting a staff development effort and having the school staff adopt and support the goals of a school improvement program) and that 19 were neglected. The most neglected practices emerged in the areas of readiness, implementation, and maintenance. (JBM)