The introduction to this program model presents an overview of the rationale, curriculum, and facilitating components of a program emphasizing achievement of stated performance criteria at individual progress rates. Sections on rationale present (1) inferences about elementary school teaching drawn from predictions for society and for education by 1976 and (2) a task analysis of teaching which isolates five essential teaching behaviors upon which the total program is based: formulating objectives, selecting and organizing content, instructional strategies, evaluation skills, and professional responsibilities. The major sections present curriculum specifications for (1) the underclass phase (general education and preprofessional studies); (2) the preservice phase (program components for each of the five essential teaching behaviors); (3) the inservice phase (field work and on-campus programs); and (4) a specialization dimension allowing for emphases on different age groups, academic subjects, and differentiated teaching functions. Sections on the facilitating components present specifications for (1) an admissions and screening system reflective of teaching performance criteria, (2) a computerized management control system, and (3) a faculty development and utilization program to provide retraining for new roles. ED 018 677 is a related document. (JS)