This report includes observations from the first year of a three-year study of seven small high schools (that exist in converted comprehensive high schools) in Washington State. It discusses the unique characteristics of professional communities that are emerging and examines how these communities are changing teachers expectations for their practice and supporting the creation of new norms for professional interaction. Five appendixes are included: (1) Methodology; (2) Gates Foundation Attributes and Essential Components; (3) Washington State Context(4) Resources for Developing Stronger Professional Community; and (5) References. (Contains 2 figures.) [This document was written with Mike Copland, Mary Beth Lambert, and Louise K. Lowry.]