This paper explores research on the application of the change process as it relates to administrator-teacher partnerships in the formation of a global education program. The utility of the global perspective in the empowerment of teachers is examined, together with reasons why global education often is used as a vehicle for the institution of school change and reform. The role of the administrator in the change process is explored. The principal is impacted both by the community and parents in the outer environment and the teachers in the inner environment, all seeking more voice in the decision-making process. The prospects for accountability in this process are described. Models for creating a global perspective are presented and include all disciplines and the creation of team teaching for instructional delivery. Strategies to encourage greater participation of teachers, as well as suggestions for details on negotiating change and dealing with the inevitable conflicts, also are included. (EH)