Many staff development efforts are based on correcting teachers' deficiencies or weaknesses. In this staff improvement model, individual teaching styles and patterns of behavior were identified, so that they could be used in a more professional way. In determining teaching styles, it is pointed out that there is a quantitative aspect and that many styles will overlap. Five teaching styles are described: (1) task oriented, with emphasis on students completing specific tasks; (2) student and teacher cooperation, with the teacher regarded as a flexible leader; (3) child centered, in which the teacher focuses on student interests and needs; (4) subject centered, with the focus on a specific body of knowledge to be learned; and (5) learning centered, where developing self directed, independent learners is a major concern of the teacher. Following identification of individual teaching styles, the developer tries to meet the teachers at their level, and the content of the inservice improvement program is modified to meet specific needs. The delivery of content is done in such a way as to take advantage of each teacher's existing teaching styles and strengths. (JD)