Cognitive and operational difficulties that may ensue from the modification of teacher role into teacher/advisor role can be alleviated by the adoption of four sequential processes. Teachers and administrators involved in role change must pass through the stages of: (1) modifying the old role to include the new; (2) identifying with the new role in lieu of the old; (3) overemphasizing the new role; and (4) comfortably integrating the new role into the total constellation of roles. This conceptual process scheme will allow school personnel to successfully make role transitions with a minimum of identity confusion. (LH)