It is the responsibility of educators to initiate and exert leadership in developing an adaptive system to promote educational change. It is essential that educators be concerned with the total development of an adaptive system in the community, cooperating with other group leaders outside of education, and not feasible educational changes within an existing system. In the past educators have primarily used persuasive techniques to promote educational change, which though often not effective can become useful parts of planned strategies. After the goals of change are clearly defined, priorities can be assigned to political strategies. The superintendent of schools holds a powerful public position which he can use to influence change. The time taken by the superintendent to talk to influentials in the community could be a critical factor in the acceptance of school projects in the district. Impact, especially in open power systems, can be produced by a cohesive group of teachers combined with effective political leadership. (JL)