Based on research studies of effective staff development and rural education, the Inservice Leadership Team (ILT) was designed to identify key teachers in school buildings, team them with principals and central office staff, and train the team to design, deliver, and evaluate staff development at the school level. Rural Pennsylvania school staff, district administrators, and Pennsylvania State University faculty collaborated on the project. Team members received training over a 6 month period in competencies such as goal setting, needs assessment, and change process. Rural school faculty was divided into staff development teams of six to eight teachers with an ILT member serving as advisor and guiding each faculty member through development of a personal/professional growth plan for the school year. Once teachers selected their inservice education topics, learning resource teams were formed by those teachers with common professional growth goals. Program evaluations indicated that 85% of the teachers implemented a new practice in their classrooms within 12 months of initiation of the ILT model of staff development. In addition, teachers' attitudes toward inservice education became more positive, relations between the school and the central office improved, and a high level of trust developed among rural teachers, administrators, and university faculty. (JHZ)