A significant body of research from business and industry has generally confirmed the contribution of participative decision-making to improved organizational effectiveness and employee morale. Following a literature review, this paper explores the implementation of shared decision-making in the Pittsburgh (Pennsylvania) Public Schools. The conceptual framework, assumptions, and operational characteristics of the instructional cabinet are presented. The principal and the instructional teacher leader's roles are reviewed, along with the training methods employed. Since 1981, Pittsburgh has invested heavily in staff development to achieve school improvement and cost effective management. Pittsburgh desired to create a climate where faculty participation resulted in shared responsibility for improved decision-making, increased professional satisfaction, and greater commitment to the total school community. The instructional cabinet was designed to: (1) improve collegiality among professionals; (2) create a dynamic community of learners; and (3) promote continued school renewal. The administrator assists staff development personnel in providing necessary training for teachers to acquire, practice, and evaluate the skills of cabinet members as the group engages in shared decision-making. Two proposed studies involving instructional cabinet group interactions and the instructional teacher leader are described. If shared decision-making is to lead to greater professionalism, researchers must carefully document the process and studies must relate processes to outcomes. (17 references) (MLH)