The field-oriented, competency utilization system (FOCUS) training program attempts to specify a theoretical framework to practice utilizing a verified pool of competency statements and the assessment component of the Georgia Principal Assessment System. This paper depicts the developmental process that went into building the FOCUS instructional program. In developing the program, five steps were followed.(1) Competency was defined at a relatively high level of abstraction as the school administrator's demonstrated ability to identify and solve high priority school problems and to do so in terms of observable outcomes. (2) A theoretical framework for developing competency was selected. The framework involves initiating structure for school problem-solving, developing a problem definition, charting alternatives in terms of their consequences, stating objectives, and intervening for problem-solving. (3) The observable consequences of competency were identified. (4) Functional alternatives for the production of the observable consequences of competency were developed. (5) Operational definitions to substantiate the existence of these observable consequences in the field were specified. (Author/IRT)