A model was designed for staff development in a small school district comprised of 1300 students, 86 teachers, five administrators, and one elementary, one middle, and one high school. The central unit of the model is the Inservice Continuing Education Committee (ICEC). Membership in the ICEC includes representatives from the school, the school district administration, and the school board. All staff members have a direct line of communication to the ICEC. An assessment of inservice needs was conducted by meetings of small groups representing all participants in the educational community. Staff improvement programs were established in the following areas: (1) individual professional growth, including released time and financial aid for personal projects; (2) a teacher center for curriculum development with program emphasis on sequential K-12 curriculum; (3) cooperative efforts to standardize disciplinary procedures; and (4) community communication and cooperation. (JD)