An approach to language program administration attempted to integrate three factors: communicative syllabus use, in-service faculty development, and collective decision-making on techniques for implementing instruction with specific student groups. The approach was devised for a university program of non-credit intensive academic English courses. The students in the program were a heterogeneous group with a wide variety of characteristics and needs, and the syllabus was undeveloped. The procedure involved teachers' identifying specific student learning problems from classroom behavior, circulating the information to colleagues for comments and instructional strategy suggestions, and discussing the problems in regular meetings. After an initial six-month period, an informal consensus regarding teachers' perceptions of student problems was reached, and a wide variety of relevant teaching techniques or behaviors for classroom interaction had been implemented. Faculty in a similar program at another university also reviewed the information, and the results closely approached the original faculty group's ideas. This approach to faculty development has the advantages of integrating professional growth into the administrative decision-making process and of being managed by the program staff itself. (MSE)