The Teacher-Innovator model from Teachers College, Columbia University, trains the teacher for four roles: institution-builder, interactive teacher, innovator, and scholar. Teachers acquire an understanding of these roles during preservice and inservice experiences in four methodologies: inquiry and feedback groups--democratically organized groups of students who administer the program to themselves under faculty counseling; differential training--a model providing the faculty with ways of individualizing instruction; laboratory school--an inquiry school in which teaching and learning are studied as well as carried on; and a contract laboratory--a "real" school for direct contact with children. An example of the interrelationships among the four roles and methodologies is found in the contact laboratory. The trainee moves through six phases--from "experiencing the school as an unpaid teacher aide during the first four to eight weeks of the program; through tutoring, designing an individualized learning unit, working in an inquiry school, and operating an educational program for children (after school, summers, or weekends); and into internship, which specifies a two-thirds teaching position and proximity to other members of the trainee's feedback group. The model also anticipates technological support systems. (See ED 034 076 for a readers' guide to the nine funded models.) (LP)