This evaluation examines the implementation of the staff development components of a court-mandated school desegregation plan in Chicago (Illinois). Under the plan, the Board of Education was required to provide preservice and inservice training programs for administrators, teachers, and other school personnel, especially those involved in compensatory education programs in predominantly Black and Hispanic American schools remaining segregated. The following findings are presented: (1) responsibility for staff development is not centralized; (2) the staff development effort is fragmented; (3) delivery is hampered by the lack of an integrated process for the delivery of activities; (4) activities continue to focus on the presentation of information; (5) the peer training model has not proven efficient and effective for providing staff development for teachers; (6) the present procedures for assessing systemwide needs duplicate efforts by other agencies and bureaus and require a clearer focus on objectives to produce worthwhile data; (7) there has been no systematic evaluation of the effects of staff development efforts; (8) there does not appear to be adequate time for implementation of citywide activities; (9) the reporting formats hamper the use of secondary documentation in monitoring activities; and (10) staff development delivery appears to have increased. Recommendations for improvement are made. Three charts are included. A 16-item bibliography and a review of the status of the desegregation plan's components arranged by recommendation are appended. (FMW)