This paper uses research and propositions to argue that staff development funds provided under Chapter 1 of the Education Consolidation Improvement Act of 1981 be used to integrate understanding of the special needs and prospects of and for Chapter 1 students throughout a school. Rather than isolate staff development opportunities within a Chapter 1 resource teacher group, it is believed more reasonable to extend those opportunities to all professionals. This argument is based upon the proposition that the school is a complex environment, composed of a number of interacting variables, all of which have some impact upon teachers and students. Staff development that focuses the environment in all of its contextual complexity upon students' academic and social advancement is believed to be more powerful than staff development that isolates teachers from one another, concentrates upon segments of curriculum and instruction, creates "minicontexts" that may be in contrast to the larger context, and dilutes rather than strengthens the accumulated power of schooling upon student outcomes. The paper begins by defining the concept of staff development and then presents supporting research. The role of the principal is discussed since he or she can control the environment such that its requirements and regularities become the content and process of a staff development strategy. Fourteen features of effective staff development programs are described. A list of references is appended. (PS)