Teacher directed inservice or professional development is one means of increasing teacher self improvement. However, unless the teacher motivation stems from an intrinsic desire to teach more effectively, the degree of professional growth will be minimal. For this reason it is imperative that a teacher directed inservice program depend on intrinsic motivation to facilitate growth. A problem solving approach probably has the greatest potential for resulting in real learning because of the unsatisfactory experiences that many teachers have had with professional development or inservice activities. The professional development model presented in this paper would be developed through a series of phases occurring over a period of time. The initial step in developing this model is to create the items which will be included in the needs assessment instrument. It is imperative that the teachers involved in the program have input in the creation of these items. Once the needs assessment has been developed, it should be administered to all teachers within the area to be covered by the professional development center. After results have been tabulated on the needs assessment, they should be shared with teachers and a list of 10-15 highest priority items drawn out of the total list. A decision on which instruction to offer and when this instruction would be offered would then be determined by a teacher policy board which would also set the objectives for each course or workshop. Past dependence on administration or university to set goals will be replaced by a realistic professional approach to continued self development. (Included in appendixes are needs assessment charts.) (DMT)