The global 2020 COVID-19 pandemic impacted teaching and learning in all education institutions. The unprecedented and rapid shift from classroom based to fully online teaching raised unfamiliar dilemmas for educators, requiring immediate operational and pedagogical changes to meet previously unimagined demands. This study reports how an Australian school harnessed this experience and the teacher professional learning which ensued. Online focus groups were conducted with 50 teachers. The theoretical lens of Pedagogical equilibrium was used to explain the sense of unrest, curiosity, uncertainty and perplexity evident in teachers' responses as they began to address unfamiliar challenges. Data analysis revealed such disequilibrium provided opportunity for teachers to work together to socially construct new professional knowledge in three key areas: teacher agency, community collaboration and teacher well-being. The findings demonstrate the importance of positioning such disruptions as opportunities for teacher professional growth and strategically encouraging teachers to reflect, articulate and share their learnings. When done effectively, these processes can embody a dynamic, collaborative community culture based on respect, reciprocity and trust. Such a culture shift not only supports the construction of both individual and collective professional knowledge but also enhances teacher well-being.