This dissertation is focused on intentional intervention strategies adopted in a prior five-year period by Denver Area High School for the purpose of reducing suspensions, expulsions, referrals, other minor disciplinary infractions, and reduced failure rates. Those strategies included implementing a Culture of Care, which included (a) Restorative Practices, (b) Restorative Justice, (c) Relationships, and (d) Professional Learning Communities or Teams. Those interventions, which started in the Dean's office, have been pushed into the classroom. However, some teachers are still over referring students for disciplinary actions and failure rates are too high. Professional learning teams, which are meant to support teachers in the adoption of restorative and instructional practices that lead to higher expectations and improved outcomes for all students, may not be succeeding because teams are avoiding the hard questions about the Culture of Care that would improve academic achievement. As a result, this case study was designed to determine the effectiveness of the Denver Area High School training to further develop professional learning team (PLT) leaders. During the case study, PLT leaders were presented with referral and failure rates and received training to improve analysis and outcomes through restorative practices and PLT practices. With support, the PLT leaders engaged and collaborated with teachers to completely adopt professional learning team and restorative practices by expanding their leadership skills, increasing personal buy-in, and improving their understanding and empathy for urban students. Six PLT leadership training sessions and two PLT observations focused on grades 9 and 10 core content areas. PLT leadership training sessions were observed and exit tickets were analyzed for training outcomes. The exit ticket analysis indicated that the intended learning targets and outcomes were achieved. The PLT observations were conducted and determined that cultural shifts were evident in the observations which represented the level of implementation of the PLT leadership training. At the conclusion of the study, evidence collected through exit tickets and observations indicated an improvement in teacher and PLT practices. Additional evidence collected from failure rates and referral rates showed a significant decline in referral rates that were at least partially attributed to the leadership training and an alignment of students pass rates with attendance rates. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]