This proposal for a model curriculum based on conceptions of performance criteria (behavioral objectives) consists of nine sections: (1) the rationale for a new professionalism in education; (2) the general structure, function, and assumptions of the proposed program; (3) performance criteria as a planning principle for developing teaching skill competencies in three areas: subject matter, presentation, and decision-making; (4) a systems conceptualization of the program including a system approach t" evaluation and visual models of the proposal in operation; (5) the problems of integrating a performance criteria approach into the traditional university; (6) the preservice-inservice continuum including differentiated staffing with varying levels of responsibility and specific areas of specialization; (7) conceptions of teacher placement with continued school-of-education followup; (8) 60 pages of summary rationale and performance criteria for three areas: cornerstone (human relations and behavioral), content (aesthetics, language arts, social studies, science, mathematics, foreign languages, pre-school), and service (evaluation skills, media, supervision); (9) 300 pages of appendixes containing examples of performance criteria (with specific behavioral objectives, instructional alternatives, and evaluation measures) in each of the above areas. An addendum on the program's urban education emphasis and a 200-item bibliography are included. (ED 018 677) is a related document.) (JS)