A one-year staff development project was conducted to develop in teachers a knowledge and an acceptance of themselves as "persons who guide the learning of children as persons," and to train 20 exceptional teachers for leadership roles in the district. The summer workshop began with a 3-day encounter session which built group rapport and facilitated a program of self-awareness and innovative teaching methods. Activities in the workshop sessions (22 days throughout the year) dealt with peer dynamics, self-evaluation, video-tape techniques, and such improved teacher-student techniques as individualized instruction and problemsolving. The approach was one of dialogue, demonstration, and interaction. Each of nine staff members worked throughout the year as consultants in a specific area (e.g., elementary education, psychology, administration, and business). The 20 teachers then worked in their five schools as leadership teams during 20 days of released-time inservice training sessions involving the entire staffs of their buildings. Project evaluation included comparison of participating teachers with a control group using instruments to measure attitude, personality, peer relationships, and classroom climate. Project objectives were met to a statistically proven degree. Significant outcomes included attitude improvement, reduction of anxiety, increased self-knowledge, implementation of new teaching methods, and establishment of a teacher sharing program. (JS)