Students are increasingly expected to be able to think critically, solve complex problems, and communicate clearly. Educators are expected to facilitate that learning in a variety of situations for an increasingly individualized student population. Therefore, educators who attempt to change their practices must become active learners. A school that encourages student and adult learning is described as a community of learners--"a place where all participants...engage in learning and teaching" (Barth 1990). This paper presents findings of a study that examined the implementation of technology into elementary classrooms in a suburban Philadelphia (Pennsylvania) school district to show the development of a school system that facilitated student and adult learning. The schools, to combat sagging teacher commitment, formed leadership teams at the district and building levels. Data were gathered through teacher interviews and document analysis. Findings show that the campus leadership teams served several functions. They provided continuous assistance and staff development; reduced isolation; increased staff capacity; provided a caring, productive environment; and promoted increased quality. One table is included. Contains 22 references. (LMI)