This article describes a four-stage working model for implementing cooperative learning and changing patterns of teachers’ organizational behavior in secondary schools. The first stage is devoted to learning. The principal, the subject coordinators, and all the teachers participate in in-service training courses. In the second stage they practice what they have learned, with the assistance of school consultants. The third stage is devoted to the expansion of the change by the principal, and to the acquisition of expertise in the new teaching methods by the teachers. The fourth stage is institutionalizing the new traditions of organizational behavior and instruction by all school personnel. Special emphasis is put on the training of subject coordinators and department heads, who are perceived to comprise a natural group of leaders in the school. The practical steps to be taken, and the specific topics to be dealt with in each step, are presented in detail.
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