As an introduction to exploring the possibilities of an inservice plan to facilitate teacher cognitive development, the theories of educational philosophers and developmental psychologists are cited in arriving at a broad definition of the cognitive development of adults. From these theories it is surmised that teachers do operate at different cognitive levels, and that this makes a difference in the classroom. It is pointed out that teachers who function at higher conceptual levels are able to create a greater variety of learning environments using a greater array of teaching models. An overview of research on the cognitive development of teachers is presented, identifying objectives in the affective and behavioral domains that should be considered in developing an effective curriculum for inservice programs. Descriptions are given of some developmental education models that have been implemented in research studies. Factors that have been identified in the literature which are thought to facilitate cognitive development, and should serve as a framework for an inservice program are listed: (1) assessment of developmental levels; (2) extended time formats; (3) seminars and practicums; (4) social role-taking; (5) ongoing supervision; (6) support during disequilibrium; and (7) identification of the desirable end state. Participant experiences should include decision making and evaluation, reflection and integration, shared responsibility and leadership, and empathy. Four pages of references are provided. (JD)