The aim of this action research study is to link research to action in order to meet individual learner needs through the creation of collaborative inquiry based teams that seek to provide equitable learning experiences through differentiated instructional practices. Key findings include the results of the primary goal of this study, which was conducted to build continued reflection and improvement in teaching and learning. The report identifies substantiated claims that link research to action and strategies through results of participants' acquired learning in knowledge, skills, and dispositions. Additionally the purpose of this research study was to collectively grow leadership within the site, as well as to provide the study site with the tools, resources, and structures to provide equitable learning for all students through the implementation of differentiated instructional practices. This report describes the study, and how collaborative inquiry based teams were created, structured, and developed. The study outlines the model and design for building collective efficacy and reflective, collaborative inquiry based teams that provide insight, impact, and change at the classroom level, the grade-level, and the school-level. Based on the results of this study, it can be concluded that job-embedded professional development that is structured through collaborative inquiry based teams in a school setting with leadership support, shared vision and goals, collective efficacy, and teacher commitment, can lead to the implementation of differentiated instructional practices and equitable learning tailored to individual learner variance. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]