Research on the enduring contribution of leadership to student achievement can be integrated as part of a system planning model. This article offers a formative sample in the convergence of two dissimilar forces: (1) the stability of school culture, whose rock-solid nature resembles a tectonic plate; and (2) the flowing energy of administrators who join with the board and district staff as the force that helps the system to move through change. The charge is to maintain a focused leadership style without provoking an earthquake clash of consequences for the entire district.