Increased attention to inservice teacher education needs has isolated four major structural dimensions associated with the design of effective inservice programs. The INSERVICE TEACHER EDUCATION REPORT I: ISSUES TO FACE (ISTE) explicates an early model of program construction, utilizing these four concepts. Governance, concerned with the collaborative efforts among various individuals, institutions, and agencies, may be dealt with on the levels of university, school district, program, center, and individual teacher concerns. The modal dimension delineates and systemizes the variety of ways in which inservice education can be presented. Among them are job-embedded, job-related, credential-oriented, professional-organization-oriented, and self-directed approaches. The delivery dimension of the ISTE model involves the appropriate presentation of training to interested teachers and parties. The substantive dimension refers to both the method of presentation and the course content itself. This paper suggests a model for developing inservice teacher education programs from these organizational elements directed intensively towards a cooperative effort between various educational agencies and institutions. (LH)