Since little attention has been given to defining a role for industry in the professional development of educators, the need exists for an administrative structure that facilitates jointly-sponsored in-service education with planning to identify participants, determine individual objectives and work stations, to supervise work experience, and to arrange for academic credit. One example of a strategy used to bridge the communication gap that often exists between education and industry is a series of seminars called "Economics in the Classroom," which was part of a teacher professional development model that combined the resources of public schools, business/industry, organized labor, state/local community organizations, teacher organizations, and local colleges/universities. The successful formula used for the design and implementation of these seminars could serve as a model for structuring professional development programs for vocational teachers. The key element seems to be the responsibilities of the groups comprising the steering committee. Also central to the success of a collaborative relationship is the involvement and initiative of the local plant manager. Staff development is necessary for vocational educators to continue to improve their performance and keep up-to-date in their fields. The private sector should play a direct role in the design of the program, hosting some of the conferences, providing instructional personnel and facilities, and assisting in the evaluation of the training. (BM)