This training package of evaluative indices for process curriculum materials and educational programs is composed of ten handouts: (1) a set of materials designed for use by teachers, curriculum coordinators, school administrators, college professors, or educational consultants, intended to teach basic concepts about process education and demonstrate how the basic objectives of any curriculum innovation may be translated into a set of indices useful for operationalizing and evaluating the program; (2) a discussion of (a) assumptions, justifications, and definitions for process education, (b) opposed value positions underlying process and conventional educational practice, (c) the relationship between basic value positions and operational classroom role descriptions, and (d) translating role descriptions into appropriate and inappropriate behavioral indices for teachers and pupils; (3) presentation of pupil and teacher role indices, each related to one or more of the basic value positions for process education and the derivative role expectations used to assess the degree to which the teacher and pupils in a given classroom are exhibiting behavior consistent with the goals of process education; (4) an experience in creating evaluative indices; (5) presentation of a curriculum in social interaction, self-perception skills, and creative thinking and feeling skills; (6) an actual problem concerning an introductory teacher education program presented as a case study with questions and a set of solutions; (7) another case study problem; (8) a case study in goals, rationales, and procedures; (9) a case study in operationalizing plans and objectives intended as a further illustration of how the general principles outlined in the first portion of the training package can be applied to teacher education program development; and (10) concluding remarks. (MM)