Teachers in inner city schools today are usually unprepared for dealing effectively with a mobile, rapidly changing, culturally varied population. A program to provide such training, based upon the concept of staff self help through collegial supervision, was implemented in the Francis M. Leahy Elementary School in Lawrence, Massachusetts. Over a 5-month period, twenty-six 2-hour supervision cycles were conducted, with teams of six teachers each supervising willing colleagues. The principal and the program designer/consultant were on all teams, with the consultant demonstrating the techniques of collegial supervision while acting as supervision team leader. The cycles, which included conferences as well as classroom observations, provided opportunities for individuals to share their strengths and insights with others in a trusting, non-threatening fashion. As the participants became more confident, the consultant gradually phased himself out, leaving behind an ongoing program where teachers continue to supervise each other in teams and individually, and where the principal, as a result of his involvement in almost every supervisory cycle, is the recognized and respected supervision leader/instructional leader/inservice director. Results indicate that a school staff can be successful in providing ongoing self revitalization. (CMG)