This document is a stand-alone training package for staff development providers in rural small schools. Based on research and best-practice information, the school improvement model used promotes cooperation, content transferability, and adaptations for long-term program maintenance. The underlying assumptions of the model are that when school improvement is to be brought about through staff development, the staff development should be: (1) related to district goals and priorities; (2) focused on the school as the unit of change; (3) planned and implemented by a school leadership team; (4) "participant-oriented"; (5) an ongoing process; and (6) incorporated into the district's planning process. School leadership teams are an integral part of the process. This training is designed to be given in 2 days to a group of 10-30 participants. Each section of the manual contains objectives, preparation, an overview, a trainer script, transparencies to use with the training, and resource and supplemental materials. Sections: (1) establish the context in which systematic staff development occurs in relation to the history of the effective school movement; (2) define the purpose and composition of the school leadership team; (3) discuss the relationship between district priorities and school goals, and the rationale for conducting a needs assessment; (4) describe the elements in designing staff development activities; (5) explore the steps in implementing a new practice; and (6) address the skills needed for effective team functioning. (SV)