A model proposed for school improvement has two assumptions: (1) The local school, as a social organization, is the optimal unit for educational change; and (2) The local school organization must be linked to other educational organizations. For the model to succeed, teachers and administrators must be directly and continuously involved in all school improvement processes. These teachers and administrators should be willing and able to seek and accept help from peers, other educational organizations, and school district officials. State and federal involvement should be encouraged, and a new relationship between schools and higher education institutions should focus on inservice teacher education. This model of improvement through educational cooperation and staff development is characterized by objectives and an organizational structure similar to those of Teacher Corps programs. Interaction among policy boards, community councils, and school site councils creates the organizational support system. Other components of this model include management/administrator training, inservice teacher education programs, workshops and seminars, and direct classroom assistance. (FG)