Social, cultural, political, and organizational characteristics of urban schools that make them difficult settings for teachers are discussed. It is suggested that, while an emphasis on professional community would be beneficial for all students, it is particularly pressing for urban schools where other resources for school reform are limited. Teacher empowerment alone is not sufficient. For empowerment to work to the advantage of students and teachers, a shared commitment to a fundamental change of teaching practice requires the addition of a focus on the community. Part 1 discusses the examination of professional community that grew out of a longitudinal study of schools that are well along in the restructuring process. Part 2 of this document presents five case studies from high schools, middle schools, and an elementary school (kindergarten through 8th grade), one of which illustrates a school where reform is not being implemented successfully. Part 3 reflects on the cases to provide further development of the framework and discusses what teachers and administrators can do to promote professional community. Four appendixes present supplemental information, two tables, and three illustrative figures. (SLD)