This publication, part of the Professional Development series, focuses on teacher development programs. An overview of present programs indicates the need for educational innovations, a continuous link between preservice and inservice programs, a renewed concern for performance skills, and field experiences that reflect the reality of teaching. Ways that state agencies can help to develop programs that reflect these needs without trespassing on local autonomy are discussed. The components of an effective inservice program (administrative priorities, organizational designs, and grouping options) are discussed in detail. (CJ)