About a decade ago, Saskatoon Public Schools — the largest in district Canada’s province of Saskatchewan — typified all districts in the province. Though the nature of the work shared between central office and the district’s 50-plus schools was professionally harmonious and positive, that work did not always align or focus ultimately on improving student learning. Professional development was sometimes fragmented and transitory. Given the dearth of standardized measures of student achievement, the province undertook few — if any — checks on student level progress. The role of central office was to emphasize a consistent administrative approach to managing schools. Central office was a space where professional territory was clearly defined. Each person managed a discrete area of emphasis, such as technology, instruction, or assessment.