Materials relating to the Ball State Staff Development Program for Public Schools are presented. Contents include: hypotheses and assumptions concerning staff development; information on a personnel evaluation program; an outline of implementation designs for staff development programs; a list of possible outcomes for schools participating in the project; an agenda for the first conference meeting of supervisors with teachers (between three and five to a working group); a cognitive taxonomy; affective outcomes of schooling; a list of ways that a supervisor's colleagues can be helpful; examples of possible target behaviors in the cognitive, affective, and psychomotor domains; and an observation form for the supervisory conference with teachers. Among the assumptions on staff development are that teacher effectiveness determines learning quality and effective supervision upgrades teacher effectiveness. Hypotheses on staff development pertain to planning, monitoring, rewards and motivations for staff, self-rewarding, the role of expectations in determining behavior, and staff and supervisor's roles. Competency areas that are targeted by the Ball State Program include needs assessment, setting targets or outcomes desired, planning and implementing learning activities, constructing data collection instruments, systematic observation, and conducting supervisory conferences. Model implementation designs are outlined for the principal and central office personnel. Among the possible outcomes for schools of program participation are an examined curricula, aware and purposeful learners, intentional learning and teaching, involved supervisors, and structured accountability. (SW)