After completing a search of educational and training literature, and reviewing practices and criteria employed by 18 Army schools in evaluating instructors, a model of the functions of a master instructor was developed. Based upon two main rationales (Systems engineering and a behavioristic concept of learning), the model encompassed four areas of performance; (1) training programs, (2) instructor classroom behaviors, (3) professional growth, and (4) innovative practices. The areas were apportioned into 17 functions and 40 tasks. Task statements were phrased in the form of instructor performance objectives. The model can provide guidance in the development of prototype procedures and materials for the training instructor, and it can aid in devising procedures and forms for the evaluation of instructors. (Author/BP)