This report contains four papers which discuss the theory, development, and evaluation of a Western Michigan University inservice program for developing individualized instruction. The first paper discusses inservice education based on the philosophical assumptions and implications of informal/open education towards individualized instruction. It emphasizes learner autonomy in the process of individualizing instruction. The second paper concerns the continuing professional development of teachers and presents a heuristic model, used at Western Michigan University, as one method of providing for that development. The model interrelates the elements of (a) a programatic component, (b) a renewal system component, and (c) a teacher-learner component. In the third paper, evaluation procedures in which the teacher evaluated the program at Western Michigan University are discussed. The following three instruments were used to obtain the teachers opinion: (a) a program questionnaire, (b) teacher assessment of classroom practices, and (c) an observation rating scale. The final paper discusses the impact of structural constraints of the university and schools on the implementation of inservice education models. (MK)