The purpose of this study was to determine if the design team framework created by Philip Schlechty and supported by his associates at the Center for Leadership in School Reform (CLSR) has an impact on teacher creation of quality work. The intervention involved four active participants and a facilitator participating in collegial conversations to plan quality work lessons for eighth-grade mathematics classes. The quality work lessons were then implemented into instruction in eighth-grade mathematics classes. In this study, data was collected through observations of collegial conversations and classroom instruction, interviews, attitudinal surveys, pretest scores, and posttest scores. Findings suggest the design team framework and collegial conversations have a positive impact on the creation of quality work by teachers. Results also indicated an increase in student engagement and achievement. The results of the study were communicated to the learning community through a multimedia presentation to teachers, administrators, and students as well as through a visual display of student products from the implemented lessons. This study supported a continuation of the implementation of the frameworks for instructional design created by Philip Schlechty and supported by the Center for Leadership in School Reform.