The first part of this paper synthesizes a model for conducting inservice activities to assist schools in defining assessing the extent of open education and in identifying the action steps needed to move toward greater open education in classroom and school. Some of the implications of the basic assumptions underlying open education are developed, and a method of evaluating the various aspects of an open education program is presented. Next, the document focuses on the open area school -- its advantages, disadvantages, and problems -- with problem solutions being offered. Much of the data is based on the experience of selected teachers and principals in open area schools in Ontario, Canada. (Author/MLF)