This paper examines the management of training programs for educators who are or will be working in inner-city schools. Four common patterns emerge from investigations of the program which have been effective in preparing personnel for inner-city schools. First, the programs featured a sound and explicit theoretical base, an analysis of the problem to be addressed by the effort, and a set of logical assumptions which served as guidelines for the direction of energies. Second, an effective and stable operational staff with a consensus of purposes evolved a set of complementary role relationships consonant with the program goals. Third, interagency cooperation at all levels of the program was evident. Fourth, the time, data, and resources necessary for programmatic self-correction in low-visibility situations were available. The discussion here analyzes the second characteristic, staff development, and examines the conditions for adapting and implementing a transactional leadership style in one program designed to work with inner-city school personnel, the Ford Training and Placement Program. This was a six-year experimental program undertaken by the University of Chicago and the Chicago Public Schools in 1967, funded by The Ford Foundation. (Author/JM)