Educational change is viewed in Australia as a series of events involving four components: the decision to change, the announcement of the change, inservice activities oriented to the change, and informal support activities. Research in the U.S., however, indicates that change is a highly personal process undergone first by individuals and only secondly by institutions and that it entails educators' development of personal feelings and skills related to the innovation. Using the model of the seven Stages of Concern About the Innovation, the researchers found that individuals experience different types of concerns, of varying intensity, at any one time in the change process; that concerns change from one stage to another, although not quickly; and that different institutions have different profiles of concern. Among the implications of these findings are that change implementation approaches concerned only with methods and procedures will probably be irrelevant to educators' personal concerns; that educators' concerns about themselves are normal and legitimate; and that inservice and other support activities should be patterned after each institution's profile of concern and should be planned for several years' duration. (Author/RW)