Teacher educators need to plan instruction with behavioral objectives; their selection of lesson content, teaching strategies, and student evaluation criteria should be consistent with these objectives. In the Florida State University model program, trainees are expected to reach the above goals by progressing at individual rates through performance specifications. The trainee moves through three phases: underclass (general and preprofessional education, which may be undertaken in a junior college), preservice (academic and professional), and inservice. It is expected that the academic and professional faculty will collaborate closely during this program; stimulus for collaboration comes from their mutual development of a battery of diagnostic tests to be used in trainee selection and placement. Learning for the trainee continues beyond graduation into a full-time teaching position in a "portal school"--a public school responsible for training new teachers as well as educating children. The "portal school" should encourage cooperation between university and school personnel and should provide feedback for improving both the preservice and inservice phases. Other important features of the Florida model are its emphasis on differentiated staffing and its computerized management control system, used to monitor individual trainees' progress and to provide feedback for program modification. (See ED 034 076 for a reader's guide to the nine funded models.) (LP)