Inservice teacher education suffers many shortcomings, including a tradition of being reactive rather than proactive. Historically, inservice education was used to make up for educators' poor teaching skills when they entered the field. School systems also relied on new teachers to introduce innovative ideas on educational change. Today, inservice education is designed to keep teachers up to date about changes in education and society. However, inservice education still suffers many shortcomings. Research shows there is little continuity in inservice education, and specific objectives are not clearly outlined. Also, inservice programs are too short and contain little or no followup. Several keys to designing effective inservice programs include collaboration in planning staff development; administrator, teacher, and parent participation; long-range planning and goals; professional needs and concerns orientation; specific and concrete discussion, practice, and support; school-based and school-focused approach; and use of theory, modeling, practice, feedback, and coaching. Sixty-three teachers surveyed in School District 105, LaGrange, Illinois, said they were dissatisfied with inservice education programs they now participate in and named the above elements among needed improvements. (Contains 15 references.) (JPT)