This qualitative study investigated the experiences and perspectives of seven New Teacher Academy facilitators and how the facilitation experience provided opportunities for learning, professional development, and renewal for these experienced educators. Through interviews, participant vignettes, document analysis, and a researcher journal, this study found that the NTA facilitation experience helped experienced teachers learn to build community, develop a contingently responsive agenda, understand the impact of experiential learning for adult learners, and to negotiate district policies. In addition, this study reflects how the contexts of program implementation and policy affected the experiences of facilitators and often worked against them, putting them in the middle of conflicting paradigms. This study informs the literature on professional development for experienced educators demonstrating the importance of valuing teacher expertise in policy making, extending communities of practice, and providing varying roles for teachers throughout their careers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]