Teachers and administrators are dedicated to serving students by providing high-quality instruction and continuously improving their practice. This mixed-methods study examined the value of instructional rounds as a tool for professional development of teachers and administrators. This cycle of instructional rounds focused on the problem of practice of increasing frequency and complexity of student oral language production. Pre- and post-intervention surveys and observation data were quantitatively analyzed in conjunction with qualitative analysis of participants' observation reflections and focus group data. After completing instructional rounds, teachers and administrators demonstrated increased knowledge of instructional strategies to support oral language production in students. Participants identified an increase in professional dialogue, a greater ability to reflect on their practice, and an increased willingness to try new instructional strategies. The teachers observed that students engaged more frequently in producing oral language and particularly appreciated the level of professional development differentiation that it afforded them, as well as the increased sense of collaboration and trust with colleagues and administration. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]