This practicum addressed the problem of developing and implementing a school-based in-service model that would be facilitated and presented by the elementary school teachers who were to be instructed. A literature review led to the conclusion that successful implementation could be achieved by faculty and staff ownership of the in-service model and the identification of appropriate components. In particular, research indicated the importance of prioritized steps in developing the feeling of ownership and insuring the appropriateness of the instructional components. Objectives of the intervention were: (1) to develop willingness among faculty and staff to volunteer for or accept the request of other faculty and staff to facilitate or present an in-service component; (2) to develop an in-service model with its components; (3) to compile a media center resource file for each of the components; and (4) to encourage teachers to use newly learned strategies and information in their classrooms. During the course of the implementation period, 23 components were planned by individual faculty and staff members and 18 components were delivered. Plans were made to continue the in-service program for a second year with the presentation of four previously planned but delayed components, four repeated or extended components, and the possible addition of six new components. Twenty-nine references are cited. Related materials comprising about half the document are appended, including survey forms, information packets, agendas and minutes of meetings, and a 15-page presentation about the proposed program. (RH))