This document includes four papers presented at a symposium, based on a synthesis of five years of research--on the interaction of role groups and factors in the change process that are critical for school improvement in elementary and secondary schools. The papers identify elements of the change process crucial for the success of proposed changes and offer specific recommendations for enhancing the interactions and contributions of key role groups (principals, assistant principals, central office personnel, department heads, and teachers) to school improvement. The papers are based on two major research efforts (the Principal-Teacher Interaction Study and the High School Study) that have identified the roles of various constituent groups in the change process and the kinds of change occurring. The papers included are "The Facilitation of Change in Elementary and Secondary Schools--Similarities, Differences, and Interactions about the Process" (Suzanne M. Stiegelbauer, Deborah B. Muscella, and William L. Rutherford); "Teachers' Contributions to School Improvement: Reflections on Fifteen Years of Research" (William L. Rutherford); "Institutionalization of Innovations: Knowing When You Have It and When You Don't" (Shirley M. Hord and Gene E. Hall); and "Selecting and Training Educational Leaders to Be Facilitators of School Improvement" (Sheila C. Murphy, Leslie Huling-Austin, and Suzanne M. Stiegelbauer). Discussant remarks follow the papers. (IW)