Four papers are included in this document that examines roles of participants in high school change. Each paper draws on data gathered from three years of a three-phase study of change processes in 30 high schools in Texas, Oregon, Maryland, Indiana, New York, and Florida. Four major questions provide research focus: the types, sources, and purposes of change in high schools; the key units of change; the situational factors that influence change; and the method of managing change. The principal technique for data collection was face-to-face structured interviews with school administrators, department chairpersons, teachers, and office personnel. Tables and figures accompany the interview analysis in each report. Interviews sought informant insights on how change occurs and how research on change can best be conducted. The four papers are: "Change in High Schools: Roles and Reactions of Teachers" (William L. Rutherford and Sheila C. Murphy); "The High School Department Head: Powerful or Powerless in Guiding Change?" (Shirley M. Hord and Sheila C. Murphy); "High School Principals: Their Role in Guiding Change" (Leslie Huling-Austin, Suzanne Stiegelbauer, and Deborah Muscella); and "District Office Personnel: Their Roles and Influence on School and Classroom Change: What We Don't Know" (Gene E. Hall, Scottie Putman, and Shirley M. Hord). References follow each paper and discussant remarks on the symposium are appended. (CJH)