A description is given of the development and evaluation of a staff development model that was used by District of Columbia teachers. The model was based on the belief that teachers learn best through an analysis of their own behavior and thoughtful application of ideas to their own contexts. The first phase of the study defined over 50 instructional variables that were significantly related to student outcomes. The goal for the second phase was to make sense of the findings and to develop a curriculum for use with secondary school teachers of low-achieving students. To accomplish this goal, the variables were grouped to form three conceptual units: (1) organizing and managing; (2) interactive instruction; and (3) monitoring and guiding seatwork. Small group workshops were designed to train the teachers in these areas. Dissemination constituted the third phase of the model's development. Research so far has indicated that the model has been effective in helping teachers and students. (CB)