This system is concerned with the "intentional efforts at all levels of an educational system to guide, direct, or support teachers as they seek to increase their repertoire of skills, gain professional knowledge," (Knapp, Copeland, Honig, Plecki, & Portin, 2010) and to impact student, teacher, and leader performance in districts where systemic reconfiguration purposefully disrupts current practice to create a new structure of coherent and aligned district and building systems to ensure success for all students (Chandler & Frank, 2015).