Simply put, professional development is evolving into something new and inspiring in the twenty-first century. Professional development is becoming more relevant, more reflective, and, most importantly, more social. Socially united groups give rise to a collective intelligence that bonds the members into a more ordered community. Collective social intelligence can "sense its needs and that of its environment (stakeholders), generate choices that will satisfy those collective needs, anticipate the consequences of those choices, make choices that best serve the well-being of those affected by those choices, and learn from the consequences of those choices." Surprisingly, a recent study by MIT scientists found that cohesion, motivation, and satisfaction are not good predictors of a group's overall collective intelligence--called "c"--and ability to perform a wide variety of tasks, but instead the factors of social sensitivity and the way group members interact with each other are. In a study of school librarian dispositions, Gail Bush and Jami L. Jones (2010) identified "collaborating/collaboration" as among the top key dispositions of exemplary school librarians. The collaborating qualities of the school librarian as a team-builder, builder-of-partnerships, transformer of isolated learning, advocate of open dialogue, and promoter of positive professional and societal change and as a proprietor of the "conversation business" indicate that librarians possess c-factor-promoting abilities in abundance. By using these assets to lead their colleagues into a sharing of "values, perspectives, and ways of doing things," school librarians can provide leadership as their school community transforms into a true collaborative culture.