Designed as the major component of a comprehensive model of educational management, a behavioral model of decision making is presented that approximates the synoptic model of neoclassical economic theory. The synoptic model defines all possible alternatives and provides a basis for choosing that alternative which maximizes expected utility. The more pragmatic or realistic behavioral model is based on a recursive programing paradigm, in which the decision maker has knowledge only of the state of the organization and its movement toward a selected goal. The two codeterminate aspects of this behavioral model are (1) the technology, plan, or curriculum; and (2) the management of that technology, the implementation of the plan, or the teacher's use of the curriculum. The model is illustrated by use of computer assisted instruction (CAI) and individually prescribed instruction (IPI). Program monitoring requires both a behavioral decision model and a conceptual framework, allowing the decision maker to distinguish between the plan and its implementation. This paper is related to document EA 002 902. (JK)