At one time in my career, I became the first director of staff development in my school district. Before I filled that role, planning inservice was the responsibility of the assistant superintendent for instruction. I remember feeling honored when, as a second-year teacher, I was invited to serve on the committee that planned the two days set aside on the calendar for teacher inservice. We began our work by brainstorming topics we believed our colleagues would be interested in exploring. From there, we determined a slate of workshops that we would plan and host. I remember my colleagues asking the assistant superintendent to consider alternatives. The assistant superintendent dismissed each suggestion. Now, more and more central office administrators recognize the value of alternate learning approaches