This study started from the premise that factors within the school, specifically the teachers’ literacy, affect educational gaps. Furthermore, this study was inspired by my reflection on the experience of the teachers, lessons, and schools I had encountered, in particular, my experience of observing and evaluating an innovative school in Chungbuk Province in 2018. First, in the case of Chungbuk, the innovative schools have contributed to solving the education gap. Moreover, there have been teachers and professional learning communities composed of teachers at the center of the change. Therefore, this study suggests that teachers need to be perceived or “discovered” as learners, and professional learning communities of teachers need to be explored as a learning space wherein the literary and communicative activity takes place. For this reason, this research proposes the concept of teachers’ learning literacy.