As we talk about how those who work in today’s central office contribute to transformative professional learning systems, we consider how they serve other educators in different ways than they used to. We recognize central office staff members’ shifting roles and responsibilities. How does that affect what such educators need to learn? The effective professional learning leader must tend to her own learning needs every bit as much as she does the needs of other educators in the system. As Fort Wayne Community Schools superintendent Wendy Robinson says, “My role as superintendent is to be the district’s chief learner and to model that.” (See p.10 for more about her district.) Learning Forward’s cycle of continuous improvement outlines a process for determining an educator’s most pressing