The Model of Teacher Training for the Individualization of Instruction, developed at the University of Pittsburgh, is predicated upon five requirements for training teachers: (1) academic education, (2) professional education, (3) competencies, (4) guidance, and (5) clinical setting. Instruction is individualized (tailored to suit the characteristics of individual learners) and implemented through the instructional mode (a basic plan to restructure all teacher-learner experiences to include specifying goals, assessing student achievement, diagnosing learner characteristics, planning programs with students, guiding students, and evaluating student progress). Points of entry into the program differ, depending on an individual's prior training and experience. Guidance permits varied coursework and varied rate of completion of the necessary 32 learning units. In the clinical setting, guidance procedures call for extending individualization beyond the learning of concepts and skills into the development of competencies in self-direction, inquiry, and personal-social characteristics. (Appended are a 26-item bibliography and descriptions of task, or competency, analysis; directing off-task pupil behavior; and mathematics and science modules. ED 018 677 summarizes the nine models.) (Author/SG)