Suggestions for an individualized approach to staff development of adult educators is offered in this monograph. Individual commitment to professional growth and administration allocation of time and resources are seen as prerequisites to implementation of any program. In discussing program types, the report cautions that large group programs, which use often-expensive outside consultants, are rarely tailored to specific district needs and should be added to extant programs only after local talent has been exhausted. The individual and small-group approach is considered best suited to the many schools with a high proportion of part-time faculty. Responsibilities are outlined for administrators, who are encouraged to visit and observe classes and to take responsibility for setting a mood of cooperation to improve morale. Administrators are also urged to attend to problems and remember that improving learning in the classroom is a major goal. Teachers' and counselors' responsibilities are outlined; these individuals are urged to keep up with their fields, use new materials, share their expertise, and contribute to a "Teacher's Idea Bank." A staff development program is not needed, the report maintains, to create a desire for growth but rather to enhance that desire which already exists. The appendix contains staff questionnaires and an outline of an individualized program. (CP)