A continuum of "Protocols" has been derived. By way of definition three elements of what might be called an "instructional performance library" are 1) a collection of "protocol materials" (audiovisual renderings of behavior that is engaged in by instructional personnel); 2) a catalog of "protocols" (ways to use the materials); and 3) a communications network which allows the library to grow and be self-sustaining. Since the protocols considered here use protocol materials, the continuum is best viewed as one of audiovisual protocols. It is helpful to envision the total teacher training process as a macrocosm in which are embedded specific protocols or ways of going about training instructional personnel. The simple continuum of protocols here suggested ranges from the relatively unstructured to the highly structured: the illustrated lecture, large group, small group, brainstorming, buzz groups, standard supervisor-teacher relationship, collegial supervision, peer teaching, role playing, microteaching, mini-teaching, and model-making. This continuum is not completed or all-inclusive. The "structure" dimension is a complex one involving the amount, quality, and intensity of structure. The continuum also points up that structure carries comcomitant ramifications for administration, cost, and technical support systems. (Included is brief description of each of the 12 protocols and their use of protocol materials.) (JS)