The model program, an attempt to institutionalize change through a thorough analysis of educational roles, tasks, structure, and objectives, is based on performance criteria in three broad conceptual areas related to teaching: content knowledge for subject matter competency, behavioral skills for presentation competency, and human relations skills for decisionmaking competency. Cornerstone criteria are in the human relations and behavioral areas; content criteria in science, language arts, mathematics, aesthetics, social studies, foreign languages, and preschool education; supplementary criteria in evaluation, media, supervision, and technology. The model illustrates how teacher training may be viewed as a preservice-inservice continuum of experience; four basic elements of the recognized educational setting are varying levels of responsibility, specific areas of specialization, careful initial and followup placement of all teacher candidates, and a system of strategies and systems to support the proposed program. Subsystems in the system conceptualization are (1) Control--to maintain day-to-day operation; (2) Administrative; (3) Information--to store data for decision-making; (4) Placement; (5) Educator--to generate instructional methods used by trainees; and (6) Analysis--to provide feedback regarding the quality, success, competency, acceptability, and competitiveness of system output. (This document summarizes ED 025 490.) (JS)