There are multitiered systems of support and varied approaches to support student learning, but what about for adult learners? Adults come into schools, just like children, with prior knowledge, experiences, biases, skill sets, and ways of knowing that influence how they process, retain, and use information. Professional learning should afford teachers tiered opportunities for strengthening practice in a personalized, systematic, and meaningful manner. As a former principal of a struggling elementary school in a large urban district, my work to strengthen teacher practice was not effective until I realized that I had to meet my teachers where they were. I looked at their knowledge of content, pedagogy, personalities, willingness, and ability to do the work, and, most importantly, their belief in our school’s vision and