There is a need for leadership in the development of effective middle level schools in the United States. Despite the increasing numbers of schools that call themselves middle schools, there has not been much change in the educational program for pupils in grades 6, 7, and 8. Leaders in middle grades education need to examine current data about the physical, intellectual, and personality development of the early adolescent and to identify the implications of this data for the middle school curriculum, school organization, the role of the teacher in the middle school, and other related areas. A curriculum model that is responsive to the needs of the early adolescent learner should be used in developing middle school curricula. While research indicates no single best way to organize the middle school for instruction, teaching teams offer an excellent way to be flexible in providing various instructional situations that meet students' needs. It should be recognized that all possible components of a middle school program cannot be implemented in the first year of a program; a limited number of goals should be determined for the first year. Staff development is essential in starting the program and then expanding the middle school to its fullest potential. (Nine characteristics of an effective middle school are listed in the text of the address.) (Author/RH)