A competency-based, field-centered systems approach to elementary school teacher education was designed to bring about specified, measurable outcomes, to have evidence of its effectiveness continually available, and to be adaptive in the light of that evidence. The model was separated into two interdependent parts, the instructional model and the management model. For the instructional model, teacher behaviors were systematically derived and specified for the prime objective of teacher education (preparing teachers who can bring about appropriate changes in pupil behavior) as well as for noninstructional tasks, and instructional guidelines were written for the inclusion in the model of instructional systems technology, behavior evaluation strategies, a personalization process leading to the development of a personal teaching style, and preservice mastery of teaching competencies. A systematically designed management model, served by a computer-based information management system, controls the evaluation and adaptive functions and costing data. Model and program specifications were developed for the instructional content and organization of the program based on analyses of predictions for 1970, providing for a three-phase program (foundations, laboratory, and practicum) to be integrated into general and inservice education. Content specifications were also derived for the management model. (The complete report is contained in ED 026 305-ED 026 331.) (SM)