This article presents a plan to create a united approach to improve high quality instruction in Robbinsdale Cooper High School in New Hope, Minnesota, a suburb of Minneapolis. Professional learning communities were in their infancy, conversations around data were about autopsies of annual standardized tests, and there was no description of what high-quality instruction should look like. To jump-start the planning, the staff examined Learning Forward's Standards for Professional Learning. As staff members articulated their visions for the school, it became evident that they would need to focus on three of Learning Forward's standards: Leadership, Resources, and Implementation. With those standards to guide them, they would create an instructional framework built around one SMART (specific, measurable, attainable, results-based, and time-bound) goal to improve instruction and the necessary supports for teachers to implement the framework with high levels of fidelity and success. Ensuring that all students had equitable access to high-quality, rigorous instruction required a collaborative approach between teachers and administrators to clearly identify the elements of instruction that need to be in place in every classroom.