Logical analysis of the purpose of teaching--to bring about appropriate changes in learners--should result in identification of the elements of teaching behavior which effects appropriate changes. These elements are the logical objectives for a program of teacher education and the criteria for assessing teacher effectiveness. By successively defining the largest meaningful components at each stage of analysis, the analyst insures that he will define all the components he can conceptualize and identify all the possible relationships of those components. Teacher educators and teaching evaluators subjectively decide to terminate analysis when further analysis is not justified in terms of cost and effort. Then, for each significant element of the total behavior, learning systems can be devised to enable future teachers to be effective. This total model of defining objectives, criteria, and learning systems for teacher education is itself a system, which possesses self-correction capability through the analyst's continual reexamination of his judgments. (This document is an expansion of the model for task analysis, Sp 002 162, entitled "Appendix H. Sample Task Analysis: Behavioral Objectives for ComField Laboratory" in SP 002 154, A COMPETENCY BASED, FIELD CENTERED, SYSTEMS APPROACH TO ELEMENTARY TEACHER EDUCATION. VOLUME I: OVERVIEW AND SPECIFICATIONS. FINAL REPORT.) (Author/SG)