Educational leaders have historically expressed belief in the importance of teacher development. They have, however, largely failed to view professional development activity as a process that lies at the very heart of efforts to create a community of learners. This article reviews the author’s experiences with a Catholic elementary school faculty as that faculty journeyed toward becoming a learning community characterized by sustained inquiry, collective problem solving, and shared decision making. Implications for practice are considered.
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Hackney, C. E. (1998). Catholic School Faculty as an Adult Learning Community: A Model for Children. Journal of Catholic Education, 1 (4). Retrieved from http://digitalcommons.lmu.edu/ce/vol1/iss4/4