Building on contemporary research on teacher professional development, this study examined the practices of a technology-focused learning community at a high school in the United States. Over the course of a school year, classroom teachers and a university-based researcher participated in the learning community to investigate how technology can promote student achievement and engagement within the secondary English curriculum. This analysis used the design frame-work to identify key practices within the learning community, which included writing a mission statement, innovating with digital tools, engaging in critical discussion, and examining student work. Findings suggest that the design framework can offer a common discourse and visual representation to guide the design, implementation, and evaluation of professional development.