The body of this publication is a synthesis of conference participants' answers to five questions. Material is listed under (1) jobs that can be done by others: clerical work, teaching-related activities, nonteaching assignments; (2) jobs that should be done by the classroom teacher: management of the teaching assignment, development of the policies that affect the teacher and the educational program entrusted to his care, direction of continuing inservice education programs; (3) personnel on the teacher's staff: certified educators, professional noneducators, paraprofessionals, others; (4) reasons why the teacher should have a supportive staff: for the enhancement of learning experiences of children, of teacher effectiveness, of services of administrative and supervisory school personnel, of professional prestige of the teacher, of teacher retention and recruitment, of the public image of the school; (5) blocks of such school reorganization: tradition, human resistance to change, unimaginative and insecure teachers and administrators, inadequate planning, inservice education programs, personnel policies for auxiliary staff, school financing, and state laws. Included also are specific recommendations for action to the national and state Departments of Classroom Teachers, the local associations, and local school systems. (JS)