This report presents the results of a curriculum project which produced an instructional design for field supervision. The primary objective was to operationalize the "systems approach" to field supervision by showing how the theory/practice synthesis, learning theory, and variation of newer instructional designs could be used in the student teaching practicum at the University of Illinois, Chicago Circle Campus. The instructional design, placed in the context of learning theory, consists of nine components and a flow chart model depicting the components and their relationships in achieving objectives applicable to a specific skill(s) or concept needed by the student teacher. Included in the report are guidelines for developing a self-instructional package (SIP) focusing on a specific skill or concept needing mastering by the student teacher. The concomitant use of the SIP based on this instructional design in a learning/teaching classroom setting is intended to (1) provide self-paced, individualized learning for the student teacher; and (2) provide systematic feedback and evaluation of the student teacher's performance by both the classroom cooperating teacher and the college supervisor. A self-instructional package, with self-contained units, developed within the framework of a nine-component instructional system is currently being used to help students acquire specific skills associated with the open classroom concept. (Author)