Several models of curriculum and staff development are described to provide guidance toward the goal of harmoniously blending a humanized curriculum and humanized instruction. The author compares the "explosive" and "implosive" designs for program development and instruction and argues that the implosive design should be adopted and that individual schools should not be allowed to determine their own courses of program development and delivery. He also recommends use of the cellular learning model for determining program needs, the cube model for teacher assessment, and the consortium model for testing the development of independent school systems. The author concludes that the use of these models can assist schools in clearly defining their objectives so that they can respond to the demand for accountability placed on them by their communities. (Author/WD)