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As researchers and practitioners continue to work to improve instruction at scale throughout school districts, it is important to consider how administrators’ orientations toward change can influence both the design and implementation of district turnaround systems in their districts, schools, and classrooms. This study studies the implementation of the Blueprint for turnaround throughout district organizations. It considers how administrator orientations toward change influenced both the program and the extent to which teachers altered their instructional practice in alignment with the district’s vision of high quality reading instruction.