This study used a qualitative action research approach to engage a group of secondary English teachers in a collective inquiry to determine the best model for transformative teacher reflexivity and dialogue. Through solution-focused conversation, the goal was to design a sustainable framework for professional development that fosters creative, just, and compassionate instruction. The primary question explored was: What is an effective structure for sustained reflective dialogue among teachers in a comprehensive public high school? The action research model provided the context for a cyclical process of reflection, discovery, and growth. Findings of this study will form both a blueprint for future professional development at the research site and a model for professional teacher dialogue that may be replicated at other sites. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]