This paper outlines a framework designed to help school districts evaluate themselves during the implementation of systemic change. Based on the experiences of districts that participated in the NEA Learning Laboratories Initiative, a process called "rapporteuring" was developed. The process provokes the particular site into serious reflection through tapping the organization's "grapevine." Data on nine participating school districts were obtained from interviews and site visits. Twelve systemic change principles emerged from the data: (1) the purpose must be clearly articulated and widely "known and owned"; (2) the purpose must be based on a consciously developed philosophy and rooted in shared theory; (3) the need for change must be understood and accepted; (4) the "top" must demonstrate the envisioned change; (5) significant new investment must be made in educating/training prospective participants in the new philosophy/theory and relevant skills; (6) participation in the new processes and approaches must be voluntary and active; (7) power sources and relationships must be visibly altered; (8) partner-customer-supplier relationships must be consciously developed; (9) individual affirmation must be balanced with collaboration; (10) processes at all levels must be emphasized over end results; (11) communication barriers must be eradicated; (12) data-based decision making must be required and enabled; and (13) efforts to learn and improve must be total, dynamic, and generative. Eight tables are included. Appendices contain a comparison of evaluation paradigms and a copy of the rapporteur schedule and interview guide. (LMI)