Beginning in the 1979-80 school year, a long-term staff development project was organized and implemented at Beaverton High School (Oregon). Project goals were to help teachers increase their sense of efficacy by: (1) acquiring and applying skills that would increase their competence in the planning and delivery of instruction; (2) increasing their skills in analysis of instruction within their own classroom; and (3) increasing their skills in analysis of instruction in their peers' classrooms. The basic instructional model used, Instructional Theory into Practice, involves a two-step process which includes training sessions and classroom application. The three components of classroom application are: (1) classroom practice and observation; (2) collegial conferencing; and (3) mastery videotapes. The project, which began in one high school, expanded to include two more in its second year of operation. During the third, fourth, and fifth year of operation, the project expanded to include a full repertoire of workshops for interested staff (the program is voluntary). Teachers have continued collegial work, and a mastery videotaping activity has been instituted for advanced teachers. (JMK)