The Teacher Improvement Model was begun as an Organizational Development Project using the parallel systems approach in a school for emotionally disturbed junior high school students. Teachers volunteered for committee work and requested observations and evaluations in an effort to define and establish a discipline model best suited to them. Such a model has been determined through use of the Child Variance Inventory, and individual training packets have been developed. The underlying assumption of the Teacher Improvement Model is that all teachers want to do a good job, however, when there is a discrepancy between what teachers want to do in a classroom, what they feel they are doing, and what is actually happening, dissonance results. Theoretically, consonance between what teachers want to do, feel they are doing, and what is actually happening, should result in improved teaching. A discussion is presented on the organizational precepts underlying the model and the psychological approaches to discipline which form its basis. (JD)