The introduction to this proposal reviews background conditions and describes the systems analysis procedures used in developing the preservice-inservice education model based on teacher performance behaviors and job analyses. Most of the report consists of the four groups of specifications, each group preceded by rationale and methodology: (1) specifications concerned with the selection of candidates for the program, including procedural processes, measurement instruments, and suggested norms; (2) teacher performance specifications (statements describing a particular competency a teacher should possess for optimum effectiveness in a teaching-learning situation), each classified according to the highest level of learning necessary for the positions of teaching assistant, teacher, and specialist; (3) specifications for evaluation of the total program, including data obtained in selection, training, followup, and cost effectiveness efforts; (4) specifications for conditions essential to the implementation of the program, including instructional sequence, methods of content selection and presentation, organization and administration, utilization of staff and laboratory facilities, and inservice training of college personnel. Appended are the primary sources from which specifications were drawn: job descriptions, educational viewpoint, and elementary school objectives. (SP 002 138 is a summary of this report, and ED 018 677 summarizes the nine models.) (JS)