This paper reports the results from an investigation of a method for systematic development of a procedure for assessing the administrator and instructional leader roles in implementation of an innovative school program. The purpose of the study was to design and field-test a feasible and useful approach to examining the degree of operationalization of certain administrative roles and responsibilities that have been identified as critical for performance by school principals and other designated instructional leaders in order to provide adequate implementation support. Instrument design procedures are described and results from the study are summarized based on data from 19 teachers, five principals, and four education specialists from five elementary schools where an innovative educational program known as the Adaptive Learning Environments Model (ALEM) was implemented. The implications for further research in the development of procedures for assessing the degree of program implementation and in the use of implementation assessment data also are discussed. Appendices include sample performance indicators and scorable descriptors, a list of essential performance indicators, and sample pages from the teacher survey for the principal and education specialist implementation measures in the ALEM. (Author/LMO)