The purpose of this investigation was to search for new educational policies that would help renew and invigorate old ideas and concepts about inservice and professional development programs in the public schools. The methodology included both qualitative and quantitative functions. The key technique was an interview schedule with Likert-type questions that were proven very reliable through statistical analyses. Persons interviewed were identified as highly competent Louisiana teachers and administrators with a record of positive creative attitudes toward themselves, others, and their work. Eight superintendents recommended supervisors and elementary and secondary principals. The chosen principals were asked to select teachers who also met the criteria. Overall, 150 subjects were studied with considerable depth, although 107 were used in final analyses. Descriptive data laid the foundations for pragmatic interpretations that were applied to the formulation of 13 vigorous policies designed to have new but realistic implications for implementation mechanisms within a hopeful idealistic framework. (Author/MLF)