This article explores leadership practice and change as evidenced in multiple data sources gathered during a self-study implementation of a teaching performance assessment. It offers promising models of distributed leadership and organizational change that can inform future program implementers and the field in general. Our experiences suggest that the role of program leaders was to manage key disturbances to the system, to organize activities that emerged from faculty inquiry, to support distributed leadership alignments, and to facilitate private work into the public space. Our data also suggest that distributed leadership among all program faculty was an important element in developing an inquiry versus compliance orientation to implementation. (Contains 1 table, 5 figures and 3 footnotes.)