Rapidly changing social, economic, and political conditions, declining enrollments, fiscal restraints, and decline in teacher turnover are factors that affect curriculum development. Staff development may be considered the most important instrument available for providing educational personnel with the skills and knowledge necessary to adjust to the accelerating demands for change. A review of pertinent literature leads to the conclusion that inservice education might address itself to providing teachers and supervisors with skills for assessing and solving problems. This essay identifies the steps, strategies, and questions needed "to take the lead in the introduction of a new order of things." Practical suggestions on how to accomplish change include a discussion of curriculum change models, characteristics contributing to successful diffusion of innovations, the change agents, and the development of an overall plan for chanqe. Staff development strategies can be adapted from various models or programs. Each of these involve the interrelationship of school personnel, students, parents and other community members. Finally, questions on beliefs, attitudes, and values and a personal assessment inventory for teachers may facilitate change. (AMH)