Urban education problems require long-term conceptual analysis leading to reconstruction. Focused preparation is necessary; that is, prospective teachers, counselors, psychologists, and administrators must learn to understand each other's problems and functions, and the educational and other issues confronting them in the inner city, so they can cooperate more effectively in the school situation. Preparation must also be coordinated. At least a nucleus of school personnel must be put into the schools with some working relations already established among them so that together as a team they might have greater impact in fostering change than if trained and placed individually. Rather than add newly trained personnel one by one to schools where they may easily become habituated to preestablished ways of doing things, if would be better to add cadres of newly trained personnel to institute procedures to which the old personnel may become accustomed. Finally, a demonstration and induction school, a place to prepare and induct school personnel for work in the inner city and to maintain communication and the exchange of ideas between the university and the school district, is necessary for translating the new methods and materials of the laboratory and the experimental project into the practices of the inner city school. (Author/SG)