An ongoing behavioral model for implementing staff development and evaluation procedures is proposed, which systematically focuses on assessing and facilitating behavioral change in the classroom and enables the educational executive to assess what is actually happening there. The administrator is thus provided with the necessary information to permit him to begin a planned program of assisting teachers to improve their teaching. The assumptions involved in preparing a behavioral model are examined. The design of the Behavioral Observation Schedule for Pupils and Teachers (BOSPT) is explained in detail, and the training of observers is also described. A case study demonstrates how the model can be implemented in a specific situation. Several options are available to the individual who intends to implement the model, but it is felt that the impact would be more widespread if the staff developmentalist directed his energies toward the actual consultations with the teacher. Collection of the classroom data can be efficiently accomplished by trained observers under the consultant's guidance. (MBM)