As the cultural and experience gap between an increasingly diverse student population and predominantly white, female educators widens, schools continue to rely heavily on the pedagogies, curricula, assessments, and interventions that more effectively served a homogeneous group of educators than they do a heterogeneous student population. The author conducted a facilitated, participatory, interpretive study that included an extensive literature review as well as interviews, focus groups, and a writing retreat with teachers, students, and administrators. The result--a Conceptual Framework for Teacher Transformation--outlines stages of work necessary for educators and schools to shift beliefs and practices and maintain a commitment to interrupting and transforming inequities within individual and collective practices. In this article, the author focuses on one area of this work: developing equity-centered professional learning communities.