It began with the challenge of focus and alignment, and a template for a work plan. Six of us were sitting around a dining room table. Dirty glasses and bowls emptied of nuts and chips were buried beneath unrolled butcher paper and coded surveys of teachers’ suggestions for next steps. Our charge was to refine the school’s professional development structures for the upcoming year. In reviewing staff feedback, we recognized many of our designs had fallen short in terms of meeting the staff’s need for autonomy and differentiation for their own learning, as well as connecting the work we did as staff to improve student learning. A clear question surfaced: How could we design professional development to empower the learning of individuals to serve the