In this paper, the authors report on a project designed to enhance an educational system's capability for introducing and regenerating change and to develop and evaluate one specific strategy for implementing "second generation" planned change. The operation model views teachers as the key variable in the introduction of planned change. Their commitment to change, it is claimed, comes about when teachers are given responsibility for making decisions about the change in areas where their professional expertise is dominant. Some findings of the project to date indicate that the rate of adoption of the innovation is slower than was originally planned, that the task of communicating the intent of the project to teachers has been underestimated, and that substantially more investment will be needed in directly training teachers to use the innovation effectively. (Authors/WM)