Focused and sustained professional development for community college faculty is considered a critical component to improving community college student success.  Without a coherent and long-term approach to professional development, faculty will be unlikely to make the types of large-scale changes necessary to improve educational equity and student success.  Despite twenty-five years of policy and recommendations regarding California Community College professional development, few colleges have been able to focus and sustain professional development efforts on improving educational equity and student success. 

     As a community college educator who had experienced close to twenty years of unfocused and idiosyncratic "professional development," I wanted to understand how a college could focus its professional development efforts on improving educational equity.    So, I examined one of the few focused and sustained faculty professional development programs in the California Community College system - the Chaffey College Faculty Success Center - to identify strategies used by college leaders to shape and sustain the faculty professional learning.  Case study findings indicate that college leaders, distributed across the institution, used a number of strategies within three strategic frames - institutional integration, coalition building, and an expanding view of professional learning. College leaders addressed structural factors necessary for professional development, as well as organizational factors that support a culture of professional learning.  The study provides detailed descriptions of the structural, leadership, and organizational strategies used by college leaders, as well as recommendations for other colleges, and recommendations for policy. 

     This article will briefly summarize the case study findings, and then discuss the structural, leadership, and organizational implications for re-envisioning faculty professional development at other community colleges