An action research project underway at Marist Sisters' College (a secondary school) in Woolwich (New South Wales, Australia) is the first phase in the evolution of an across-the-school commitment to Cooperative Program Planning and Teaching (CPPT). Project goals include establishing an infrastructure to develop a dynamic methodology for CPPT in the school; facilitating the achievement of the individual teacher's goals for CPPT; and widening the CPPT base in the school to establish a school-wide commitment to information skills. To establish an infrastructure, a school-based interdisciplinary management team was formed. The team identified characteristics of the school, teachers, and administrative staff that could act as catalysts and change agents. Barriers to program development were identified. Understanding the attitudes of teachers toward information skills was a necessary step prior to development of the project planning model. The model was applied to a year 7 science unit, in order to demonstrate the teacher's use of the CPPT approach. The program emphasizes the dynamic role of the teacher-librarian as a teaching partner and change agent for educational innovation. (Contains 13 references.) (SLD)