This study examines faculty development carried on through school-based inservice programs, and looks at ways that a teacher-librarian can initiate or participate in such programs. Separate sections review the relevant literature; explore the roles of teacher-librarians in inservice programs (e.g., as change aqents, curriculum consultants, school network links, and resource persons in team teaching); give examples of these roles as they have been implemented in Brisbane; list support services related to personnel, materials, and funding; and provide guidelines for practitioners. A general bibliography and annotated bibliography of specific resources precede a sample instrument used to gain pertinent information from teacher-librarians. (FM)