With the demands on student learning and school accountability, school leaders and teachers must be provided with high-quality structures and conditions for effective and meaningful school improvement. This, coupled with highly effective leadership, is crucial. This qualitative study examines Illinois's current state comprehensive school designation process, specifically focusing on middle schools. Since this requires a change in teachers' belief systems and school leaders' ability to design and deliver professional development that improves teaching and learning, Frontier's (2014) 5 Levers model is being used to examine the current model and develop a vision for a new one. A research-based model was developed after an in-depth analysis of qualitative data, strategies, and actions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]