The paper addresses the failure of the Professional Development Schools movement in bridging the cultural gap, existing between schools and academic institutions. A model, based on the "ecological edge", is suggested. It is believed that this metaphor has a higher potential for constructing collaborative communities because of the unique nature of ecological edges as environments of growth and change. The paper describes an edge community that was constructed between a school and a teacher education program, the new grounded understandings and knowledge that emerged within this community and the diffusion of these to the core institutions. The concept of boundary objects is suggested as the medium through which new understandings are promoted. (Contains 1 table.)