Findings from a 3-year participant/observer documentation study are examined from the perspective of individuals (teachers, principals, college faculty) and from the perspective of developing the Professional Development School (PDS) as a learning community group. The study identifies four phases that individuals experienced during the three years of PDS development which were documented. The phases are labeled: Me; My Practice; My Beliefs about Teaching and Learning; Learners; and Commitment. Leadership tasks associated with each phase are also identified. From the group perspective, stage theory is used to explore the development process associated with establishing PDSs. The PDSs progessed through five cycles: (1) aggregate, (2) small group work, (3) the school, (4) professional community, and (5) restructuring and self governance. Within each cycle, the PDS learning community went through five stages: beginnings, establishing expectations, identifying and resolving conflict, supporting and expanding the community, and transitions. The report contains a chart which summarizes the group development cycles and stages and a diagram which summarizes the stages through which teacher educators passed during the PDS development process. (IAH)