Beginning with the observation that educators are faced with rising public expectations, declining resources, and increased public criticism, this paper describes a six-fold model for determining how staff development is operating and how it can be made to operate more effectively, in a self-renewing manner. The six dimensions consist of the following: (1) orientations (services embedded within the school, services to schools focused on curriculum and instruction, services to schools for organizational development, services to individuals for inservice development, or services to individuals for role preparation); (2) school environments (energized, maintenance-oriented, or depressed); (3) initiatives (school-based, agency creating, special populations, curriculum improvement); (4) leadership (the principal as manager, harmonizer, or motivator); (5) growth states of teachers ("omnivores," active consumers, passive consumers, retrenched, or withdrawn); and (6) training (levels of training, objectives). Five levels of training (presentation of theoretical base, modeling, practice in controlled situations, feedback, and coaching) and three objectives (conceptual control, skill, and use or transfer) are identified. Two tables are included: one provides strategies for strengthening the educational leadership of principals and the other lists 10 practical questions for self-assessment of schools. (TE)