This longitudinal case study investigated how one School of Education (SOE), situated in an urban, commuter, public university, responded to the New York State mandate to require the edTPA for initial teacher certification. In order to engage faculty in the work of program redesign, SOE administrators employed a covert leadership approach. Based on survey and focus-group data collected across 3 years, the authors draw conclusions about how professional development that fostered communities of practice helped to shift faculty from self to program/candidate concerns.