This chapter argues that using the attributes of safe, value, power, dignity, and self-actualization has proven to be a productive manner of exploring the "hand" within the classroom. Positive professional development for teachers is best served when opportunity exists for teachers to share, compare, contrast, and elaborate upon their own practices. Unlike in the classroom where the onus of responsibility for a culturally responsive classroom is with the teacher, for the school it becomes a collective responsibility of the entire professional staff, each to serve as a social justice advocate. Social justice leaders must also recognize that this kind of reform is one of a second-order change. A second-order change is not incremental. It is a dramatic departure from the norm and alters the system in fundamental ways, requiring new thinking and behavior. The research also highlighted four of those responsibilities that support change efforts. They are: Culture, Communication, Order and input.