A need for greater consistency in the teacher performance expectations held by teachers, principals, and central office administrators in the Abington Heights School District of Clarks Summit (Pennsylvania) prompted a search for and implementation of a successful staff development program aimed at teacher effectiveness. The program selected was based on learning research conducted at the University of California at Los Angeles and was observed in use in Newport News (Virginia). The version adopted in the Abington Heights district began with a 6-week-long pilot program for administrators, which was positively evaluated by participants. The program was then budgeted as a comprehensive program for the entire professional staff and named "A Program for More Effective Teaching." Trainers and previously trained teachers assist the teachers currently undergoing training through conferences and guided practice. The program emphasized improvement of four instructional skills: the selection of appropriate learning methods for students' abilities, teaching to objectives, monitoring student progress, and adjusting teaching strategies to meet changing conditions. Techniques for preparing to teach, for dealing with students, and for making effective instructional decisions are also covered. The program provides the long-term experience that seems required when new methods are to be adopted successfully. (PGD)