Drawing on evidence from literature on professional development of teachers in Australia, this document discusses the essential aspects of inservice education and provides a checklist, with illustrative applications, by which to design and evaluate inservice education proposals. The checklist is based on four sets of assumptions relating to identification, conceptualization, setting, and design of inservice education programs. These assumptions are explored first through a discussion of issues related to the definition of inservice education, where a typology is proposed, based on three orders of learning: reorienting, initiating, and refining. Issues related to conceptualization or justification of inservice education are next addressed, followed by a discussion of issues related to three aspects of the setting: sponsorship, involvement in planning, and school climate for adult learning. Issues related to design include the characteristics of successful learning groups, learning incentives and rewards, and optimum learning experiences. The latter part of the document consists of the checklist itself, followed by a series of sample inservice proposals using this checklist. A seven-page list of references is provided. (TE)