SABRE CHERKOWSKI Exploring the Role of the School Principal in Cultivating a Professional Learning Climate ABSTRACT: This case study was initiated to gain a deeper understanding of the learning journey of one principal in a rural, secondary school. Three findings emerged from the data: (1) creating a shared vision for learning emerged as the principal worked to cultivate a sense of possibility for change in the school; (2) a more personal approach to learning was important for creating a climate of hope and trust among the teachers; and (3) modeling a commitment to publically shared professional learning was a key element in cultivating a learning climate among teachers. Attending to complexities of particular cases of school leader- ship adds new layers of description to the current understanding about the role of the school principal in leading learning communities. KEY WORDS: School Principal, Professional Learning Communities, Adult Learning, Qualitative Case Study The idea of aspiring to develop a school culture toward that of a learning community has become common language in both theory and practice in schools. Despite much research on learning communities however, there is a lack of consensus about a clear definition besides a general agreement on several characteristics that are evident in effective learning communities, such as shared vision and values, a collective responsibility for student learning and ongoing professional learning that is collabora tive and reflective (Bolarn et al., 2005; Dufour & Eaker, 1998; Mitchell & Sackney, 2000, 2009; Stoll et al., 2006). However, even with these identified characteristics and an understanding in theory that professional learning Address correspondence to Sabre Cherkowski, PhD, Faculty of Education, University of British Columbia, Okanagan, 1137 Alumni Way, Kelowna, BC, Canada, V1V 1V7. E-mail: sabre.cherkowski@ubc,ca Journal of School Leadership Volume 26—May 2016 523