A progress report is presented on the planning and implementation processes involved in improving the teacher education program at Bloomsburg University (Pennsylvania). Based upon a survey and analysis of faculty opinion, a review was made of all aspects of the programs in teacher education. The process of planning for change was divided into 7 stages: (1) preparatory; (2) planning; (3) transition; (4) review; (5) design; (6) implementation; and (7) futures. Each of the teacher education departments responded to a set of specific questions on: (1) goals and objectives; (2) admission, monitoring, and exit criteria; (3) programs and curriculum; (4) advisement and follow-up; (5) resources and facilities; (6) public service and in-service induction; (7) faculty development; and (8) governance. A description is given of methods of establishing priorities, evaluating and synthesizing goals, and means of establishing consensus on decisions for changes. Four exhibits provide outlines of the sequential stages taken to change and improve the programs, and the progress to date of each of these stages. (JD)