Examples are cited of educational research and development findings that have specific implications for improving classroom management and school effectiveness in a comprehensive educational program. Described is the West Virginia Department of Education's current use of research on brain growth as one basis for realigning the curriculum. Patterns that have been observed from concurrently analyzing the outcomes of brain growth research with the outcomes of teacher effectiveness studies are reported. To build upon research and development in teacher effectiveness, the West Virginia Department of Education has proposed a structured teaching model for consideration by colleges and school districts. Brief outlines are also given of research studies which have identified: (1) distinguishable teacher tasks; (2) teacher qualities that promote good classroom managers and instructors; (3) classroom climate variables that affect student achievement; and (4) the characteristics of effective school principals. (JD)