This report on a Systematic Teacher Training Model deals with the operation of a teacher education program in providing practice for preservice and inservice trainees. Chapter I describes major program components: (1) selection, diagnosis (of trainee's needs), and placement; (2) programmed or nonprogrammed training and practice; (3) evaluation; (4) assignment and follow-up (or teacher critique); and (5) feedback to the trainee and the training system to serve as the basis for a new diagnosis. In chapter II, a discussion is presented on alternative kinds of practice, some dimensions along which they can be described, and some principles that may guide choices among these alternatives. A comprehensive list of teaching training material catalogs, developed from research studies, is included, as well as protocols available for improving teacher understanding of concepts and an overview of recent research on newer training methods. Chapter III offers a review of literature on the development and functions of teacher centers, with particular attention to kinds of guidelines and resources available to those interested in initiating or improving them. The final chapter, chapter IV, considers the future of "practice" in teacher education. (JD)