This study investigated professional development as provided through the Teacher Leadership Academy (TLA) model used in rural Illinois area school districts and district consortia. Surveys were distributed to TLA participants that sought their perceptions of the desirability, involvement, and feasibility of school reform in general and the desirability, involvement, and feasibility of specific indicants of school change. The indicants included active learning, active teaching, integrated curriculum, application of technology, performance assessment, teacher empowerment, and teacher accountability. The study results support the premise that a strong desire for reform is present. Participants indicated that restructuring efforts are feasible. However, they expressed less confidence in being able to achieve integrated curriculum, teacher empowerment, and teacher accountability. All of the selected indicants of reform were desirable, with the exception of teacher accountability and performance assessment, for which desirability was significantly lower. (Contains 26 references.) (Author/SM)