As a follow-up to an earlier effort to distinguish schools by stages of development along the context of organizational learning (OL), this paper further targets the OL processes and outcomes to generate a more dynamic and functional framework for sustaining and refining the earlier version of the typology. It is hoped that through such a framework, the conditions that register the developmental characteristics of a school organization can be readily pinpointed. By comparison of schools in different conditions, factors that promote or retard school progress towards attaining the status of a learning organization can also be extracted for organizational restructuring. (Contains 2 tables and 1 figure.)