Many educators and policymakers find that deciding on the right staff-development program has become increasingly difficult. This brief, three-part monograph organizes staff-development objectives, models, and program-design features into an understandable, comprehensive framework. Part 1 advises readers on how to weigh a program's objectives. Eight main types of objectives are described--five teacher-centered objectives, a student-centered objective, a curriculum-centered objective, and a school-centered objective. The second part features six major models of staff development. Each model represents a different strategy for accomplishing one or more of the objectives identified in part 1. The models are summarized, their features noted, and the objectives for which they are best suited listed. The primary roles assumed by staff developers vary from model to model. The roles that correspond to the six models are: (1) expert presenter; (2) clinical supervisor; (3) trainer; (4) action-research facilitator; (5) organization-development specialist; and (6) change agent. Specific program characteristics that influence the effectiveness of various staff-development objectives are the focus of part 3. Nineteen features are grouped into three categories: objectives, delivery system, and administration. Pertinent questions and comments designed to facilitate program planning are included in each feature description. Two tables are included. (Contains 71 references.) (LMI)