What happens when a university-based education policy center uses the Standards for Professional Learning (Learning Forward, 2011) to design purposeful professional learning experiences for teachers, community members, principals, central office administrators, superintendents, and university faculty to re-engage in the meaning and creation of equitable and excellent educational opportunities throughout the system? Practitioners and decision makers unite in thoughtful learning conversations that include multiple perspectives about how pursuing excellence requires deliberate attention to equitable practices. School staffs see a viable path toward change in how they think about and advance equity and excellence through shared language, dispositions, and mindsets about instructional practices that open pathways to learning for all students. These pathways are enhanced through the use of a professional learning system that embodies a continuous