A curriculum development model advanced by Allan A. Glatthorn in "A Guide for Developing an English Curriculum for the Eighties" was field tested in a public high school setting. The model consists of five parts: staff development, curriculum mapping, development of a scope and sequence chart, evaluation and modification of the taught curriculum, and development of the curriculum document. The model was adapted to include (1) consultation with administrators, teachers, and a committee of experts; (2) teacher-generated curriculum; and (3) production of a flexible curriculum document in the form of a loose leaf curriculum notebook. The curriculum notebook contained only the mastery curriculum--that part of the curriculum that was to be mastered by all students. Results of field testing indicated that the model was a practicable and desirable method for bringing curriculum scholarship into the classroom, accommodating state and local constraints, encouraging teacher input, and providing for instructional accountability, while honoring teacher autonomy. It proved to be a comprehensive or "Renaissance" curriculum development plan in that it was idealistic, realistic, sensible, and appreciative of the talents of individuals. (Author/HOD)