The teaching corps is undergoing a transformation as the teaching population ages. In the past, "burned-out" teachers could be transferred or could change professions. The economics of the 1980's leaves dissatisfied teachers with no alternative but to remain in teaching. This paper examines ways to help administrators and teachers cope with this problem. Analysis of survey data gathered from 4,800 professional employees of a large suburban school district suggests that experienced teachers, whether aged 30 or 50, will experience a midlife professional crisis. The determining factor is the number of years teaching, not chronological age. Administrators should respond in a two-pronged way: (1) short term initiatives centering on career counseling and (2) a longer term plan involving school-based staff development. Teachers in career-related crises must receive immediate job support, including individual conferences, assessment of their needs, and an analysis of their teacher-job-environment match. School districts must also devise a systemwide response to the problem. The school-based staff development program of the Prince George's County Public Schools is presented as a model. Important aspects of this program include teacher involvement in identifying needs and commitment to staff development by the central and local administrative staff. Implementing school-based staff development programs combined with immediate short term intervention helps administrators deal with an aging teacher corps before the skills and talents of these teachers are lost. The four appendixes include a survey instrument, staff development program forms, and a list of intervention strategies. (MD)