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Traditional norms in the education profession can suggest that school-wide initiatives like improvement efforts reside under the purview of administrators, not teachers and community members. These norms can hamper work in some schools to create rigorous, safe, and socially-just learning environments. Leveraging an existing action research partnership, this study examines a large-city urban school district’s efforts to broaden participation in the school improvement planning and implementation processes by involving teachers and community members. Statistically significant findings suggest that the approach administrators take can either enable or hinder efforts to implement a community-based school improvement approach. This study’s implications address the influence that administrator approaches can have on schools being more inclusive of and responsive to their internal and external communities.