The role and training of an educational consultant who is to become an "agent for innovation" is the subject of this report. He is seen largely as guiding and evaluating externally generated innovations in language programs and aiding the generation of innovation from within the school in the same subject area. Emphasis on design and articulation of the curriculum is to be directed toward an objective statement in behavioral terms of the instructional goals. Chapters discuss a foundations conference where basic problems were discussed, contrasts between the consultant and existing personnel in the system, curriculum design, course outline, evaluation procedures, selection of candidates for consultant training, problems identified by teachers, and a strategy of innovation. Two related papers, a list of the foundations conference participants, and a bibliography on innovative materials are included. (RL)