The School Improvement Specialist Project prepared seven modules. School improvement specialists, as defined by the Appalachia Educational Laboratory at Edvantia, are change agents who work with schools to help them improve in the following areas so as to increase student achievement. These modules are intended to provide training materials for educators seeking professional development to prepare them for a new level of work. The focus of this report is Module 2--Learning Culture. Each module has three sections: (1) Standards; (2) Improving Schools; and (3) Literature Review. Each set of content standards and performance indicators helps school improvement specialists assess their skills and knowledge related to each topic. These briefs provide research- and practice-based information to help school improvement specialists consider how they might address strengths and weaknesses in the schools where they work. The information contained in the briefs is often appropriate for sharing with teachers and principals; each includes information about strategies and practices that can be implemented in schools, resources to be consulted for more information, tools for facilitating thinking about and working on school issues, and real-life stories from school improvement specialists who offer their advice and experiences. Finally, the review of research literature summarizes the best available information about the topic of each module. It can be used by school improvement specialists to expand their knowledge base and shared with school staffs as part of professional development activities. This matrix measures the extent to which a school improvement specialist has the knowledge and skills to assist a school in developing its capacity for the nurturing of a learning culture that reflects the following characteristics: (1) models effective relationship-building skills; (2) diagnoses a school's culture; (3) aligns personal beliefs with behaviors; (4) facilitates reflection on impact of beliefs on student achievement; (5) collaborates to create supportive organizational structures; (6) develops skills and attitudes to support distributed accountability; and (7) facilitates school leaders' efforts to mobilize staff around a vision and mission that support high levels of achievement. [This document was produced by the Appalachia Educational Laboratory at Edvantia, formerly the Appalachian Educational Laboratory (AEL, Inc.). For Module 1--Shared Leadership, see ED489145.]