Within the last decade, the Community of Inquiry framework (Garrison, Anderson, & Archer, 2000) has received increased attention in the field of online learning, yet little is known about applying key tenets of Community of Inquiry while leading a hybrid professional development initiative. This study describes how I established teaching and social presences within a 3-month community of practice comprising four educators and mentor teachers. I utilized a sociocultural perspective as I adapted concepts of teaching presence (Garrison et al., 2000) to continually reposition myself as a facilitator and caretaker. Challenges emerged as I negotiated decision making within virtual and physical learning domains. Evidence of these challenges and their relation to social presence are identified through qualitative analysis of written blogs, meeting transcripts, and journal entries. Implications for future research and practice include providing more defined roles and responsibilities for school–university liaisons that design and facilitate similar hybrid communities.
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