The way public school educators respond to emerging information technologies will be the defining event for public education over the next decade. This author, however, worries about whether public schools have the capacity to take advantage of the revolution going on around them--a revolution that is affecting not only the way students learn, but also the way society thinks about information and about learning. The reason for his concern is that most public schools are organized along bureaucratic lines, and bureaucracies are much better at suppressing revolutions than taking advantage of them. If schools are to develop the capacity to respond to this revolution, they must first be transformed into learning organizations. Encouraging and supporting this transformation should be the central concern of every staff developer in every school and district in the U.S. Such a transformation requires much more than installing learning communities within existing bureaucratic structures. Among other things, it requires that: (1) Students must be viewed as volunteers rather than as conscripts, subordinates, products, or even clients to be served; (2) Teachers must be challenged to change their image of themselves and their role; and (3) All educators must become much more attuned to the way information technologies can be used to increase student engagement--and to promoting vital face-to-face human interactions around significant content. If schools cannot be transformed into learning organizations, the future of staff development in public schools and in most private schools may not be a happy one, at least for those staff developers who think of themselves as imaginative and creative.