In light of the No Child Left Behind mandates calling for a "qualified teacher in every classroom" and the Illinois Recertification mandates for teachers, this study investigates how the implementation of mandated requirements for professional development contributes to moving the organization of the school from prior patterns of individualized career plans that are relatively isolated and fragmented toward a new development of collaborative career plans that contribute to a professional learning community. This qualitative inquiry study focused on a district and two elementary buildings in that district.; The study examined the district and school approach to professional development---in particular, the formation of professional learning communities. It was conducted in three phases, with the first being the identification of the school district and two individual schools within the district. Phase Two consisted of fieldwork in the two schools, and phase three followed the on-site fieldwork in the district with the analysis stage. Data in the form of documents, interviews, and observation notes were analyzed in an attempt to answer the three levels of research questions regarding professional development and teacher recertification with the district, school and individual teacher.; This study adds to the knowledge base about professional learning communities in a district using Quality Management theory and the leadership traits and interpersonal skills at the school level needed to manage the district mandates and the needs of the teaching staff. The study concludes with recommendations for further research in the area of leadership styles and principal training programs. Recommendations for policy and practice include professional learning communities, school improvement planning, and the Illinois Teacher Recertification process.
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