The first of the five papers in this booklet, "Using Systematic Observation and Analysis of Teaching" by Bob Burton Brown, presents suggestions for the development of inservice education programs to train school staff members in the use of observational systems and lists suggested uses of such systems. In "Theoretical Bases of Observational Systems" John M. Newell and Bob Burton Brown discuss three different theoretical approaches which have influenced the development of observational systems and then describe the development of the Teacher Practices Observation Record (TPOR), a system using Dewey's theory of experimentalism as a theoretical framework. Leonard Kaplan's "Building Observational Systems" presents criteria for use in developing an observational system and illustrates their use in the development of the Florida Taxonomy of Affective Behavior in the Classroom. Athol B. Packer chooses the Florida Taxonomy of Cognitive Behavior, the TPOR, and the Reciprocal Category System (RCS) to illustrate "Using Systematic Classroom Observation Instruments for Curriculum Building." The final paper by Daniel A. Michalak, Robert S. Soar, and Robert E. Jester, "Systematic Observational Tools as Feedback for Teachers in Modifying Their Classroom Behavior," reviews literature and research to compare traditional and emerging models of the student teacher supervisory conference. (JS)