The overall purpose of the study was to examine differentiated staffing practices and to explore their potential for Alberta schools. The study had four major phases. The first was to review the literature on differentiated staffing to determine rationales for it, alternative definitions and conceptualizations, recommended practices, expected outcomes, approaches to evaluation, and findings on the implementation of differentiated staffing and the use of paraprofessionals. The second phase used two surveys to determine the status of the practice in Alberta. In phase three, information on the staffing practices of each of ten schools was collected. The purpose of this phase was to determine intended and actual educational outcomes; workload and attitudes of staff members and the relationships among the various types of staff; administrative practices and problems; programs available and recommended; instructional processes utilized and clarity of role prescriptions and role performances, particularly in relation to the "teaching" function; differences in manpower supply and utilization of staff; and suggested guidelines for implementing the staffing practices encountered. The fourth phase was concerned with recommendations and implications based on the findings from the earlier phases. (Author/IRT)