Teacher centers that are run by teachers and staffed by competent professionals can help administrators recognize and value professioanl behavior in teachers. They can play a major role in developing and delivering inservice education if they place major emphasis on attending to teachers' individual needs for professioanl growth through bottom-up programming. But they must also attune themselves from the outset to helping foster collaboration between teachers and administrators to meet district, top-down goals. A teacher center is an ideal setting for such a collaboration as long as it can win the trust of teachers by never compromising its nonevaluative stance and by spending a majority of its time responding to individual needs and offering voluntary programs based on those needs. (Author)