The New Designs for the Comprehensive High School project developed four preliminary design specifications for the following educational areas: learner outcomes, learner process, organization, and partnerships. The three principles apparent in project papers were the design-down process, collaboration, and integration; the modes of understanding in the papers represented the paradigm shift from positivistic to interpretive and critical ways of knowing. Design group members used these three principles and identifying characteristics of the paradigm shift to develop staffing design specifications in the four areas. These staffing specifications included the staff characteristics and the conditions under which these were appropriate for the types of high schools envisioned in the project. The necessary or sufficient conditions were suggested as guidelines and necessary qualifications to those conditions. The design group did not make recommendations pertaining to traditional, formal requirements such as number of college courses or certification. Rather, the recommended design specifications related to the qualifications of the staff in relationship to other aspects of the new design. These critical issues were identified: staff selection process, possibility of restructuring existing structure of the comprehensive high school, and management of a staff development program. (Contains 26 references.) (YLB)