Seminar papers focus on two sequentially-related projects concerning the implementation phase of educational innovation: (1) a set of observational case studies of schools in their first year's effort to initiate differentiated staffing plans and (2) briefer but more pointed case studies of elementary schools that reputedly had succeeded in implementing a multiunit school model. The five papers in this compendium summarize some of the findings that have emerged from these two projects. The first paper describes the evolution of the differentiated staffing project in a school district, from a district-level view of events. The author analyzes the tacit and sometimes explicit assumptions about organizations, people, and change that guided the attempts by project administrators to innovate. The next two papers discuss the implementation process as viewed at the "grass-roots" level in two of the district's project schools. The fourth paper characterizes the adjustment problems that confronted teachers and paraprofessionals as they worked out their role relationships during the year of differentiated staffing implementation. The fifth paper brings together the studies of four elementary schools that have succeeded in altering their forms of staff organization. Selected bibliographies are included at the end of each paper. (Author/DN)