In the school, concern about individual differences is still reserved almost exclusively for students, while professional personnel are being limited by assigned role functions, role expectations, performance, and criteria. One reason for this situation is that a power elite model of decision making is prevalent in today's schools. Another reason is that teachers' educational experiences were and are structured around a deficit or scientific model instead of a developmental model. The Perceptual Baseline System measures the degree of congruence between perceived philosophic beliefs and perceived day-to-day practices. It is not designed to foster change, but to encourage self awareness, self acceptance, and harmony between beliefs and practices. Two questionnaires, the Educational Beliefs System Inventory and the Educational Practice Belief Inventory, test individuals' values from three educational perspectives: (1) behavioristic beliefs; (2) cognitive psychology and experimentalist philosophy; and (3) humanistic psychology and existential philosophy. Such questions as "What do you believe about human nature?', "What do you believe about social learning?" and "What do you believe about curriculum?" appear in the tests. The results provide each individual with a profile that can be matched against a school or school district average. (FG)