This document reports on 14 innovative programs in the United States which promise to have the most effect on staffing patterns and teacher roles. The innovative practices are in three categories: a) differentiated staffing--horizontal and vertical; b) technology-dependent innovations; and c) open learning plans. Among the conclusions drawn by the author are that a) reducing teacher/pupil ratio is neither the most effective nor the most economic method of increasing productivity; b) the incorporation of innovations into schools often causes unexpected changes in the goals of the innovator; c) many programmatic innovations are the first steps toward more effective staff utilization; d) when innovations are introduced, there is a tendency to hire new personnel rather than retrain the existing staff; and e) innovations tend to increase the number and complexity of instructional decisions on the part of teachers. The report suggests some implications for staff utilization policy and maintains that the most expeditious way of increasing productivity is to increase teacher effectiveness through the use of noncertified staff, improved middle-management concepts, and the use of instructional technology. (HMD)