The processes of school improvement at the secondary level are not well understood. This report summarizes activities conducted during 1990-91 in the Asheboro (North Carolina) City Schools in cooperation with personnel at the University of North Carolina at Greensboro. The partnership created Teacher Collegial Groups (TCGs), which were leadership teams of department chairpersons in a large North Carolina high school. Data were derived from interviews, teacher and principal questionnaires, and archival measures of student outcomes. The purpose of LIRO was to improve school outcomes and to develop a "community of learners" involving educators at the K-12 level and in institutions of higher education. Findings indicate that chairpersons overwhelmingly agreed that curriculum was the first area appropriate for shared decision making. However, although they espoused collaboration, many preferred to work alone. Disagreement over what needed fixing and who was the best fixer indicated the existence of power issues. The effect of the partnership on student outcomes is not yet known. Nine tables, one figure, a copy of the school climate and context inventory, and a comparison of LIRO characteristics with those of effective inservice programs are included. (Contains 12 references.) (LMI)