This paper introduces the concept of total teacher effectiveness for facilitating educational reform and improvement, using target oriented curriculum (TOC) change in Hong Kong as an example. TOC change is a complex process that involves preparing, changing, and reinforcing teachers in multiple domains at multiple levels. Teacher effectiveness includes three domains of teacher competence: cognitive, affective, and behavioral. In order to achieve successful curriculum change, it is necessary to develop teachers' cognitive, affective, and behavioral domains at individual, group, and school levels. Research suggests that the process of curriculum change (from traditional to TOC) can be divided into three stages: the unfreezing stage, the changing stage, and the refreezing stage. The unfreezing stage prepares teachers at all levels to be able to implement TOC, developing their readiness in the three domains. The changing stage involves teachers in actually implementing TOC. The refreezing stage is designed to maximize all the advantages gained from the TOC change, reinforce the positive effects, and eliminate potential negative effects. The TOC change process may be top-down, bottom-up, or a combination of the two, depending on the characteristics of the teachers and other school factors such as the authority hierarchy. (Contains 15 references.) (SM)