School districts across the nation are engaged in an ongoing attempt to bring about change. Educational researchers strive to initiate change in the classroom with students as well as the teachers of these students. The evaluation of a change effort is a key element in any implementation model; as the actual training and development strategies used to induce change need to be consistently refined. The change effort studied was an effort to implement Madeline Hunter's Instructional Theory Into Practice (referred to as ITIP). The study evaluated the effectiveness of this change effort over time. The evaluation determined the extent to which intended behavioral outcomes of five dimensions (key elements in the 11113 model) were realized initially and four years after treatment. Because the behaviors of the treatment teachers and control group teachers were crucial to the study, the research design collected data by videotaping teaching episodes of the sample group pre- and post-treatment. These episodes were assessed for their pretreatment teaching behaviors and post-treatment teaching behaviors . In addition, the research design collected data by videotape and assessed the teaching behaviors four years after the initial training. In the same manner, the control group's teaching behaviors were assessed. An analysis of the study's treatment group concerns was done as they evolved through the change stages, as hypothesized by Dr. Frances F. Fuller (Fuller, 1969). This change analysis and behavioral assessment led to additional evidence for the evaluation of the effectiveness of the change effort in question. This study showed that, from the beginning, a change effort needs to be carefully and clearly defined so that everyone involved understands it well and everyone shares the same definition. The study found that the initial training did change teaching behaviors in four of the five areas in question. However, four years after the initial training, it was found that there was significant regression in the skills learned from the initial training sessions. Specifically, it was the areas that showed significant growth in the initial training that regressed four years later. These behaviors though, even after regressing after four years, were significantly displayed to a greater degree in each of the individual's teaching behaviors when compared to individuals who had no formal training at all. Therefore, it must be concluded that the formal training made a difference in the teaching behaviors of those who participated in the change effort design, but not to the degree that was necessary for the dimensions to become part of each individuals' teaching behavior over the long term. Change effort designs of the future must account for the time necessary for change to occur and promote follow up activities until a significant amount of time for this follow up has occurred. / Graduation date: 1991