Educators across the globe regularly engage in learning. This learning is usually grounded in espoused theories of action, with a hope that changes in professional practice and improved student learning will result. Yet, far too often a gap exists between what people have learned and what they do day-to-day. Why are schools and organizations so consistently experiencing this knowing-doing gap? Alan Webber said: “Doing something actually requires doing something! It means tackling the hard work of making something happen. It’s much easier and much safer to sit around and have intellectual conversations … and never actually implement anything” (Webber, 2000). Gervase Bushe, a professor at Simon Fraser University in Canada, asserts that we can’t even call an experience learning without change. He describes learning as