The University of Massachusetts model is an attempt to institutionalize change by way of a thorough analysis of educational roles, tasks, structure, and objectives. Among the essential characteristics of the model are: its provision for a wide variety of possible overall teacher-training strategies, and its provision for continuous diagnosis of the needs of each trainee and for constant evaluation of the program components designed to meet these needs. (Cronbach's concept of aptitude-treatment interaction is an important research component of the program.) Trainee requirements are stated in terms of performance criteria in three major areas: human relations, behavioral skills, and subject matter knowledge. In addition, for every criterion at least two instructional alternatives are provided for learning how to meet the criterion. When the trainee meets the specified criteria requirements, he will have completed the program, regardless of the length of time enrolled. Among other major concepts incorporated in the model (organized, managed, and designed according to systems analysis) are: differentiated staffing, variable entry and exit points, and university commitment to its graduates beyond graduation. (See ED 034 076 for a readers' guide to the nine funded models.) (Author/ES)