Here’s a dilemma many of us in professional learning face. Our colleagues in schools and districts often frame their challenges in the following ways: Our students’ literacy scores are below district and state averages. We need to implement Common Core or our state’s new student standards. Our student discipline is out of control. My principal is about to be removed because the district feels she is ineffective. As educators grapple with these issues, often they don’t see them as professional learning challenges. Instead, they are categorized in other ways that lead schools and districts down paths that can be costly as well as ineffective. For example, consider low student test scores in a particular content area. The curriculum and instruction department is asked to find