The salient features of the Portland Consortium Training Complex (P.C.T.C.) include: (1) cooperative planning by the local school district, the institution of higher education, the local teacher association, and the community; (2) management consistent with a collaborative decision-making model; and (3) community, preservice, and inservice program components that are derived from needs assessment activities in a school setting. Each school within the P.C.T.C. has a School Inservice Committee. Technical assistance is provided by project staff. The function of the School Inservice Committee is to facilitate needs assessment activities for this strand of the inservice program and to involve teachers in the design, implementation, and evaluation of the training. Coordination of all inservice activities is the responsibility of the P.C.T.C. Teacher Education Council. Therefore, those people closest to the students and the day-to-day operation of the schools have a major responsibility for designing their own program. The inservice program is conducted following the guidelines of the Comfield Model. This model is based on the assessment of desired outcomes for the specific student population and the assessment of instruction programs. It is an alternative, field-centered, competency-based, teacher education program. Accompanying this report is a sample teacher survey instrument for evaluation purposes and a work flow chart. (JD)