This report is the third in a series describing the background, theory, and progress of the Differentiated Staffing Project in the Eugene, Oregon, School District. The report focuses on changes in roles within the differentiated staffing structure. It discusses the elementary principal and the curriculum associate (CA) in a unitized, differentiated staffing (DS) elementary school. Following a brief description of the tentative theory that guided the DS Project coordinators' efforts to define the new leadership roles and to recruit persons into the CA positions, the report describes the procedures followed and the results achieved during the first year and a half of the project. Finally, the report presents the coordinators' present position and thinking and some recent results from the data collected on the roles of the principal and the curriculum associate. (Author)