This monograph presents a theory of helping practice for groups that aim to facilitate a sustained capacity for problem solving in urban public schools. The theory is based on information gathered by the Documentation and Technical Assistance project (DTA) of the Center for New Schools (Chicago, Illinois), in the process of observing experiences of nine projects that provided various forms of assistance for school improvement efforts. The proposed theory identifies the components of the facilitative process as: (1) a comprehensive practice framework that combines an integrated administration and pedagogy; and (2) action strategies consistent with the practice framework, which are communicable to school staff, adaptable to changing contexts, and which focus on resource procurement and skills training. These components are described in detail, and strategies used in the nine projects are discussed to illustrate how the components have been translated into practice. Finally, suggestions for practice, research, and theory are presented. Appendices discuss some of the necessary conditions that enhance a school's capacity to improve; describe the project sites studied; and provide illustrative material from the sites. (Author/MJL)