This study examined the efficacy of Techniques of Responsive Intervention to Validate Effective Teaching (TRIVET) as a model for training administrators and teachers to provide instructional leadership through effective classroom appraisal. The study dealt with the first of a multi-step process to have principals and teachers impact what happens in the classroom by retraining administrators and teachers in how to use a systematic research-based approach of classroom appraisal and analysis. The 45 teachers and 11 principals who volunteered for training and who constituted the 1991-92 cohort were administered a survey questionnaire prior to the beginning of the training. The participants completed the same questionnaire 1 year later. With regard to the effect of TRIVET on student achievement gains, Ohio achievement tests show that pupils with TRIVET trained teachers did a bit better than their peers; and that they had improved attendance, slightly better grades, and improved reading competency. In addition, the program also showed reduced teacher isolation, and the groundwork was laid for a culture of teaching evaluation, change, and excellence. Contains 24 tables and 110 references. (JB)