Traditional schools are notorious for being isolated, inflexible, and reluctant to change. This lack of professional dialogue among educators remains a significant barrier to successful school improvement, resulting in teachers' practices becoming stagnant and student achievement suffering. The K20 Center for Educational and Community Renewal at the University of Oklahoma addresses this barrier through research and professional development focused on teaching and learning innovations. Knowledge gained from these research activities is transferred to network schools through professional development for K-12 teachers, principals, superintendents, and other key stakeholders. This article describes the K20 Center's research-based systemic change model, which moves beyond a conceptual framework to actually improving teacher quality and student success. (Contains 1 note and 1 table.)