ABSTRACT
The story of learning at Crestview Elementary is difficult to characterize in a linear, tidy story. For this reason, we chose to describe this school's difficulties, movements, challenges, and successes, not through traditional data analyses, but through a series of defining moments. These moments made explicit the defining and redefining of knowledge, skills, and stance of the school community as well as the evolution of identities. Our work with the teachers and staff taught us that some of the best practices often adhered to, such as that good professional development takes time, might mean something different given the context of the work, the people involved, and the focus of the professional development work. In what follows, we describe 210the focus of this work, the building of connections between the professional development and the classroom, the travel of professional development beyond the classroom, and the resulting evolution at Crestview in light of these defining moments.
