This paper explores how a professional learning community (PLC) redesigns high school mathematics lessons towards a shared commitment. We describe the nature of a PLC's collective curricular vision to illuminate how teachers can come to new understandings as a group in order to shift the ways students experience mathematics. Using the curricular noticing framework (attending, interpreting, and responding), we analyzed the meetings of a PLC with six teachers as they individually presented lessons to be redesigned with a focus on the group's shared commitment. Findings indicate three ways ideas were introduced that led to expansive responses, which suggests this analytic approach could identify ways in which a PLC can work towards new curricular decisions. [For the complete proceedings, see ED630210.]