Equity Indicator 3: As a Stage 1 leader at my high school of 1,000 students, I am more than aware of the importance of "creating a shared vision and culture in which teachers seek to continuously improve instruction and grow professionally together." (page 19) My struggle is moving from this awareness phase into a meaningful action phase with all ten members of my science department. Our school-wide professional development schedule is divided up among many other initiatives leaving only one hour-long monthly meeting for my department. Creating a collaborative learning community can be messy! It takes time to build trust. The lack of continuity with the "start and stop" schedule we live by makes it tough to "share and discuss issues of practice." (page 19). This can be especially challenging when some are of the mindset "this is how I've always done it." For example, we have 5 different Biology teachers and I need the group to really examine their instructional strategies and practices. Students are having very different experiences depending on who they get for a teacher. The quote from Reeves, at the bottom of page 19, really spoke to me: "balance the desire for professional autonomy with the fundamental principles and values that drive collaboration, mutual assessment, and accountability." How do we find that balance when we meet for approximately 10 hours in a school year? How are others moving out of Stage 1? Advice?