Artificial intelligence (AI) has entered the professional learning landscape. While some districts are building policies to guide its use and many are still figuring out how to respond, AI has become part of how educators learn and grow as professionals, whether its use is sanctioned or not. This emergent reality presents a fundamental tension for professional learning. On the one hand, AI can streamline routine tasks, lower barriers to entry, and make professional learning more responsive to individual needs. On the other hand, it raises serious concerns about whether these efficiencies might inadvertently bypass the very cognitive work that develops expertise. Learning to teach well is inherently challenging and inefficient. It requires false starts, revision, and wrestling with complexity. It demands that we sit with