In recent years, educators have noted the critical role district leadership plays in school improvement efforts. Researchers such as Lezotte (2001), Shannon and Bylsma (2004), Waters and Marzano (2006), as well as the National Clearinghouse for Comprehensive School Reform (Appelbaum, 2002) have focused attention on the need for a new way to lead schools. While district leadership is a critical factor in all areas of schooling, it is particularly important in adult learning. Simply put, student learning is positively affected by the quality of adult professional learning, and the quality of professional learning within school districts must not be left to chance. Coinciding with the increased focus on district leadership, the concept of schools functioning as professional learning communities has swept across North America. Rarely