This report describes a study commissioned by the University Council on Teacher Education, College of Education and Psychology, North Carolina State University. Support for the study was provided by the North Carolina Department of Public Instruction. The purpose of the research was to investigate changes that had occurred in three school systems in response to recent state legislation mandating site-based management. Specifically, the researchers sought to identify significant developmental experiences encountered by local restructuring leaders and the critical lessons they learned from those experiences. Using a qualitative approach, investigators interviewed 38 restructuring leaders in three school systems located in central North Carolina. Resultant findings have implications for teacher and administrator preparation programs in institutions of higher education.



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