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Abstract
School change efforts to develop schools as learning communities result in schools that are constantly learning and thus changing. This collective case study of four schools involved in a 4-year reform effort begins to examine the ongoing sustainability of a learning community. The study draws insights about the sustainability of learning communities in these schools as involving issues of change, loss, and hope. After offering a description for each of these themes, a discussion is offered that draws connections to the environmental factors of administrative support, collaborative structures, relational integrity, enablers, and coherence that operated to perpetuate reform in these schools.
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