This publication is the second in a series of monographs developed as a resource for middle-level leaders. It presents case studies at three fictional schools to show variations in improvement efforts and to examine faculty members' participation in the process. The teachers at one school were informed about change initiatives but were never meaningfully engaged in the decision-making process. At another school, some teachers were included in their improvement process, but the involvement was superficial and intermittent. In the last case, change efforts were systemic and all teachers were meaningfully engaged in all aspects of the improvement process. The monograph claims that the degree and manner in which teachers are involved in the change process makes a crucial difference in the successful implementation of a program. It highlights the need to engage faculty members in continuous change, encouraging them to buy into the values and beliefs of the school's mission statement, and outlines the basic components of school improvement. It emphasizes the need to clarify values and beliefs, vision and goals, and action plans. The text cautions that not everyone wants change and that there will be dissension, and it advises leaders to envision change as a slow, steady journey. (Contains 13 references.) (RJM)