The staff development model at George Washington Junior High School (Ridgewood, New Jersey) recognizes teachers' personal needs and administrators' institutional needs, and deals with those needs via the staff development process at the building level. Prior to planning inservice programs, needs assessment was conducted by the principal and seven faculty members by using an open-ended opinionnaire to poll teachers' perceived staff development needs and reactions to the previous year's activities. Also identified were board of education and local school goals and assessed resources. Activities developed in response to these assessments included a human relations program continued from the previous year, a curriculum-based program, and a program that was managerial in focus. Also, an inservice program was developed to improve computer literacy, a concern of both teachers and administrators. Graphs are presented illustrating inservice needs identified by the teacher opinionnaire, and a copy of the questionnaire evaluating the efficacy of the computer training inservice program is appended. (JD)