Sections of this paper deal with the place of inservice teacher training in the total teacher training pattern, the purposes of inservice training, the politics determining which institutions govern inservice programs, the approaches to planning activities, and the content of programs. Among the general principles espoused are that the training of teachers should be planned as a continuum in which aspects of the training are conducted when and where appropriate; the notion that professional development is concerned with teacher growth is more acceptable and more general than the notion of correcting defects; teacher/school district control of inservice programs is recommended; institutional planning systems are in general preferable to ad hoc systems because they provide for a broader range of programs and for continuity; and seeking an acceptable balance between system and teacher needs, via an objective and precise diagnostic system, is essential if the overall objective of improving instruction is to be met. (Author/IRT)