This report describes a program proposed by a library media specialist at the Titusville (New York) Middle School to encourage the use of the media center by teachers. The media specialist recognized that, although she spent a great deal of time and effort thoroughly orienting and instructing student patrons, no formal mechanism existed for familiarizing teacher patrons who would particularly profit from it, e.g., a teacher reassigned to this school from another building or a recent college graduate. The media specialist identified several benefits of introducing teaching staff to the library, including the facilitation of cooperative curriculum planning, and general promotion of use of the library. The professional literature was consulted to explore methods for orienting other adult users in libraries; it was determined that the most effective program would allow new staff members to learn about the library over an extended time period while adjusting to their new situation. The program would be activated after a meeting in which the following policies and processes were discussed: interlibrary loan; circulation and reserve; recommending, budgeting, ordering, and processing materials; use of community resource people and libraries; joint classroom-library planning and teaching; and study hall procedures. Follow-up discussions and program evaluation, felt to be necessary to ensure future success, are also planned. A map of the library to be handed out at the initial meeting and an agenda for such a meeting are appended. (7 references) (SD)