Results of an evaluation of a governance model for inservice science teacher education by a committee of five classroom teachers, three scientists, and a science teacher educator are summarized. The model was designed to guide the implementation and evaluation of the goals and activities of a National Science Foundation-sponsored Academic Year Institute for middle grade (grades 4-8) teachers who teach one or more classes of science. The model accounts for three major dimensions of the curriculum development process: (1) specification of learner objectives; (2) implementation of instructional and learner activities; and (3) formative and summative evaluation. Results of the Institute in terms of the three dimensions of curriculum development are presented. Recommendations are offered regarding the efficacy of governance for science teacher education at the pre-college level. A selected bibliography is appended. (Author/CS)