Learning communities has become a buzzword on multiple levels in the field of education, but what this means in practice continues to be unclear. A superintendent of a rural consolidated school district and a critical teacher educator engaged in an exploration of the learning communities construct within a scholar-practitioner leadership frame. Defining scholar-practitioner leadership as moving beyond professional reflection to critical action of preparing K-12 students to face and address the complex issues of the 21st century, the authors used action research methods to engage new teachers to the district under study in scholarly professional development. The project shows an example of how two educators, one in public school practice and one in university practice, built a scholarly partnership and used it to build an inquiry-based approach to professional development within the district under study.
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