Phase 1 has been completed of a five-phase project to develop a model of teacher role behavior in individualized classrooms, to develop teacher training courses (including workshops) for behaviors specified by the role model, and to train teachers (inservice and/or preservice) to fulfill the role provided by the model. The classroom management characteristics of 36 teachers at Nova High School and two Nova elementary schools were studied through a systems analysis approach. The 36-teacher sample was a cross-section of classes ranging in teaching methods from quite conventional to very individualized approaches. An extensive observational instrument was developed to study the teachers' management behaviors and a companion instrument to study the student interaction and queueing patterns. Additional data were collected with the Verbal Interaction Scale (Flanders), the Multidimensional Analysis of Classroom Interaction (Honigman), and through interviews with teachers and staff. Analysis focused primarily on the individualized classrooms with various comparisons being made. A report was also developed on considerations for a computer simulation of the role model to be developed in phase 2; also a prototype training unit was prepared (on external motivation management) so that an inservice training workshop could be implemented in phase 2 for testing. Data collected in phase 1 provides a good base on which the role model can be constructed. (SP 003 270 contains the appendixes.) [Not available in hardcopy due to marginal legibility of original document.] (JS)