One of the most important roles leaders play in professional learning is strategy. Making meaningful improvements in teaching requires everyone to work toward common goals. When a district aims to improve literacy, for example, leaders should ensure that all teachers have the tools and knowledge to teach grade-appropriate skills that build on one another. Random acts of professional learning don’t get schools or students to accelerated learning. Much of our work at Learning Forward is helping states, districts, schools, and organizations approach professional learning strategically. Lately I’ve been focusing on a key component of strategy at the system level: how and where leaders position professional learning in the districts and schools they lead. Is it the highest priority for impacting teacher practice and student learning?