This quantitative study examined the effects of a New Hampshire Department of Education policy, Ed 512. This mandated state policy was designed to influence local district leadership to facilitate the development of Professional Learning Communities (PLCs) at the school level with the goal of improving instruction in the classroom. For this study two cohorts of teachers were surveyed. One cohort beginning implementation in 2006, and the second beginning in 2007. The survey measured characteristics of PLCs based on Hord's (2004) 5 Dimensions of PLCs, and the developmental stages of reforms based on Fullan's (2001) levels of implementation. No statistically significant change in the development of PLCs from year one to year two was found; however, teachers reported changing personal and professional relationships in response to the PLCs and PLC activities became more evident in the second year. Leadership activities were found to be stronger in the schools in the first year of implementation. [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.]