A set of personal and academic qualities has been identified for unit leaders in IGE programs so that they might better assume the role of educational decision-makers. (MM)

Fulfilling the role as principal of an IGE School requires the understanding and skills necessary to initiate, manage, and sustain the educational change process. (MM)

Teachers in IGE should emphasize and explain the goals, instructional objectives, and philosophy of the unit team. (MM)

The availability of adequate curriculum materials that help professional staffs plan and implement instructional programs suitable for each student makes the difference in whether or not IGE works. (MM)

Films, filmstrips, and textbooks were planned as part of a system to provide information about IGE for school personnel, to assist them in developing teaching and administrative policies, and to encourage support from individuals in school districts, state educational agencies, and teacher education institutions. (MM)

In IGE programs, evaluation takes place at all levels, but ultimately is directed at enhancing instructional effectiveness. (MM)

Local schools, teacher education institutions, and other state agencies have recognized the advantages of the network concept and have moved toward relying on the state IGE network structures. (MM)

The experiences and opportunities in this total teacher education program have been designed to support the college's responsibility to the public for training effective teachers who can begin to immediately provide worthwhile individualized instruction in IGE elementary schools. (MM)

The role of the unit leader in IGE programs is examined, and recommendations are made for general courses and workshops to develop leadership characteristics in the prospective unit leaders. (MM)

The principal, as instructional leader for the school, must understand IGE and all of its implications. (MM)

University Level IGE is seen as applicable and effective for professors because the procedural elements of IGE, particularly team teaching and the deliberate use of varying modes of media instruction, are readily transferable to the university environment. (MM)

Programs such as IGE seldom succeed when only a few are committed to their actualization. (MM)

Several questions are raised about what appear to be universal prescriptions for increasing teacher effectiveness. (MM)

How much a teacher's behavior varies in relation to differences in students is a general indication of a teacher's degree of adaptation to the student. (MM)