A number of studies indicate that student teachers can change their behavior quickly, sometimes dramatically, when under a supervisory program which focuses upon behavioral change during the experience. Such change is contingent upon the extent to which student teachers have specific objectives to achieve and regular, precise feedback about their progress in achieving these objectives. A plan for a supervisory model is based upon certain methodological aspects of a behavioral approach to the improvement of teaching. Four essential elements of this approach include: (1) clear description of behavior category under consideration; (2) attention paid to specific relationships between situation in which the behavior occurs, emission of the behavior, and consequences that accrue to the behavior; (3) consistent monitoring of behavior frequency or duration; and (4) analysis of instructional variable effects. Attempts have been made to apply this behavioral approach to the modification of student teacher behavior. A detailed description of the three-phase supervisory model used and corresponding observational formats are provided. (JMK)