This publication is the product of a project designed to study problems of inservice teacher education and to assemble data on promising practices that might stimulate schools to develop vigorous programs of professional growth. Chapter 1 discusses the project's rationale and the procedures used in gathering data from literature, visits, and discussions with administrators, attendance at panels and discussions, and questionnaire replies obtained from 259 principals and 1, 197 teachers in a 261-school cross section of North Central Association members. Chapter 2 presents discussion and summary lists of observations, conclusions, and suggestions (compiled from the data) on conditions and procedures conducive to the development of the teacher attitudes and behavior which result in continuous professional growth. Topics include elements of a good inservice program, major problems faced by principals in initiating programs, important characteristics of teacher orientation and induction programs, school-community relations incentives, specific salary incentives, and advantages to inservice education of an extended school year. Chapter 3 lists 60 practices principals have found to be effective and 60 incentives listed by teachers as the most promising in their own school systems. A summary of conclusions and a 17-item bibliography are included. (JS)