This paper examines the recent research on the change process, with emphasis on implementation of educational innovations, to see what messages might be implied for teachers and their teaching skills. How various aspects of the change process research lead to the identification and description of these kinds of skills for teachers are described. The Concerns-Based Adoption Model (CBAM) is drawn upon with particular consideration given to three diagnostic dimensions--Stages of Concern, Levels of Use, and Innovation Configurations. Research indicates that the development of teaching skills takes time, and that the level of skill development that should be expected of teachers should vary depending on where they are along the professional continuum. A two-page list of references concludes the document. (CB)