The most popular approach to effective change in teacher inservice programs is predicated on an organizational or bureaucratic problem-solving model that does not take into consideration teacher attitudes. A study of inservice programs both highlighted the implementation stage as being crucial for determining whether a proposed change would be successful and isolated effective and ineffective implementation strategies. The study also identified the degree to which teachers believed in themselves and their ability to be successful with all students as a major factor in the change process. In order to incorporate teacher effectiveness findings into classroom practice, a recommended strategy would be to focus on attitudes and implementation. This approach stresses teacher potential rather than deficiencies, allows teachers to use alternative pedagogies to accomplish a goal, and recognizes teachers' individual styles and personalities as well as the traits of individual classrooms. Other key components of an inservice model that focuses on the classroom teacher as the real agent of change include (1) faculty identification of goals and objectives congruent with their assumptions and beliefs, (2) continual monitoring of proposed changes, and (3) adaptation of changes being implemented to pupils and programs. (HTH)