This document, intended for use by those who might wish to implement such a program, describes an inservice teacher self-improvement program based on goal setting by the teacher, practice of new skills, feedback about teaching performance, and self-analysis of the dissonance between goals and practice. Chapter 1 presents rationale and history of the program, which has undergone two years of development and testing in real school situations. Chapter 2 deals with factors a prospective leader must be concerned with before working with Field Action Units (FAU's) of four to six participating teachers, e.g., working with administrators, selecting participants, time, cost, materials and equipment. Chapter 3, the training design itself, has four sections: (1) the three-phase implementation (leader teaches use of tools; FAU's analyze teaching behavior; teachers provide self-direction); (2) the seven-part improvement strategy (seek goal statements, collect and order data, analyze and interpret data, select behavior to be changed and plan strategy, practice behavior and analyze practice session, try in the classroom, evaluate change and plan next activity); (3) program flow chart; (4) suggestions for FAU meeting. Chapter 4 reviews procedures for program evaluation and presents results of field trials. Appendixes include lists of books and materials which can be purchased and manual-type materials on interaction analysis, behavioral objectives, microteaching, teaching skills, and student feedback. (JS)