The educational institution's resistance to change may be attributed to its non-profit motive, domesticated service role, bureaucratic structure, and the fact that its existence is ensured by law. The characteristics likely to contribute to the success of change agent in school settings are: (1) a high social status within the faculty of the institution in which change is desired; (2) the ability to be a professional educator who can illustrate direct relationships between the cultural orientation of the school and the methods of instruction used by the teachers; (3) an awareness of the informal structure of faculty members within the formal structure of the school; (4) an understanding of the power structure and dynamics of the community; (5) an ability to foster an attitude of collaboration among peers; (6) a willingness to work without assurance of reward or benefits; and (7) the ability to disseminate information to the community, and to formulate and implement a plan of action conducive to change. (JCD)