The individual growth brought about by a principal's informal reading, writing, consultation, and travel is simple to accomplish but hard to control and evaluate. The demand for accountability has made it necessary for the schools to engage in more formal methods of inservice training. In addition to being a means of keeping principals up-to-date and bailing them out of emergencies, inservice training can become a more radical force for changing the structure of the principalship. This paper presents the current range of opinion concerning the goals of inservice training, the skills necessary for effective leadership, the structure of training programs (including teaching methods and materials), and methods of designing, implementing, and coordinating inservice training programs. (Author/WM)