The characteristics and structures of school-focused inservice teacher education are explored by educators and researchers in 16 essays. An introductory article gives the rationale for more and better school-focused inservice education, particularly because of the Education for All Handicapped Children Act (Public Law 94-142). School-focused inservice education is described as focusing on the specific interests and needs of teachers and others in their work setting. The succeeding essays present scenarios, interviews, descriptions and discussions of issues, and examples of specific approaches to school-focused inservice education. The scenarios and interviews document the experiences of public school teachers and teacher educators with implementing school-focused inservice education. The examples of approaches to inservice are: (1) team teaching aimed at divergent exploration; (2) organizational development and implications of Public Law 94-142 for elementary schools; (3) an interactive (collaborative) research and development model for teachers, researchers, and teacher educators; (4) a teacher advisor acting as resource person; (5) colleague training strategy, using teachers as sources of energy, motivation, and direction; (6) school-wide goal setting, emphasizing the role of the principal; and (7) the use of preservice teachers and college faculty in a structured action/reflection model. The final article identifies key educational concepts in Public Law 94-142, describes some of the reforms needed in schools in order to implement these concepts, and draws implications for leadership in school-focused inservice education. (FG)