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This case study describes how all leaders in one elementary school focused their collective work implementing a dramatically changed, state-mandated teacher-evaluation system. The article describes how multiple leaders created new professional development structures based on staff feedback and adapted exiting professional development structures to focus on student achievement. Findings indicate that strongly held collective leadership beliefs and values are interwoven with professional development structures in an intertwined lattice of leadership.
Mary Lynne Derrington (Thu,) studied this question.