I started to wear glasses at a very young age and was always fascinated by whether my fellow bespectacled friends and family were nearsighted or farsighted. My investigation as a 5-year-old typically began with a series of questions and usually ended with me trading glasses with someone and laughing at how blurry everything looked. I was reminded of this childhood inquiry on vision when I thought about the tension we sometimes have in professional learning between planning for the long-term and preparing for what’s coming tomorrow. Susan Loucks-Horsley and her colleagues said it best: Professional developers “are, simultaneously, visionaries and realists” (2003, p. 73). Nowhere is this more apparent than when we think about the importance of resources in professional learning. We often struggle to