A model for improving instructional skills was developed to offer guidance for administrators or supervisors responsible for overseeing the performance of first year teachers. Developed from research findings on the nature of teaching and learning and the characteristics of an effective teacher, an integral component of the instructional improvement model is systematic observation of teacher performance. The first step in the process is a pre-conference between the supervisor and beginning teacher in which agreement is reached on the observation focus and intent. Teacher input is desirable in selecting the focus of the observation and agreement on observation tools and procedure. The program emphasizes that the supervisor should approach the observation with an open mind, observe objectively, and focus on the agreed-upon targets. Systematic observation processes include personal, video or audio tapes, as well as rating by students, peers, and self assessment by the beginning teacher. A post-observation conference presents an opportunity for discussion between the supervisor and the teacher and the formation of a mutually agreed-upon course of action for improvement. A list of touchstones for beginning teachers is included. (JD)