To help classify and map the field of administrative inservice, five generic administrative inservice models may be identified and their strengths and weaknesses determined based on what is known about effective inservice practices. The models are a traditional model, institutes, competency-based programs, the academy, and networking. A review of the research, however, finds that none of the five identified models has ever been researched, and most inservice research either focuses on classroom teachers or examines the experiences of practitioners without being research based. There seems to be a collection of a good deal of information of limited benefit to the improvement of schools, the role of administrators, or the condition of inservice education. Assuming that the ultimate goal of inservice is educational improvement, there is a need to develop a conceptual description of administrative inservice, more completely describe and test the five generic models described, and continuously review and modify the theoretical conceptualization of administrative inservice, all through theory-based research, so that school administrators may fulfill the leadership function ascribed to them in the school effectiveness literature. (Author/DCS)