This report synthesizes findings on the facilitators of school-focused inservice teacher training, describing their tasks and responsibilities, and determining the skills required and the training necessary to prepare them to perform such tasks. The concept of school-focused inservice was examined in terms of its organizational/managerial ramifications and the implications of these dimensions as they determine the task of facilitators. Data was obtained for this report from case studies carried out in eighteen countries. After a examination of the importance of the topic, attention is turned to the questions of what is involved in inservice training programs and who are the program facilitators. The question of how these facilitators are trained is also addressed. (JD)