Change roles in educational innovation have either not been taken at all or have been inappropriately or inadequately taken. By dividing the innovation process into four parts--research, development, diffusion, and adoption--phases within each division can be identified, criteria set up, and evaluations made. Also, with attention to this four-part division of the innovational process, change roles for each phase may be assigned to agencies and individuals, including the federal government, schools of education, universities, state governments, public school systems, foundations, and researchers in diverse disciplines. Particular emphasis needs to be placed on the suggestions that schools of education establish graduate programs to train educational engineers, quality control experts, and educational field agents; that local school systems redirect their efforts in research and curriculum to focus on development; and that state education agencies and the Office of Education view the Elementary and Secondary Education Act of 1965 as a vehicle for establishing a strategy of educational change. (MF)