For a quarter century, Kansas State University's College of Education has supported a Professional Development School (PDS) model involving professional collaboration with selected public school systems across Kansas. In that time, this relationship has proved to be an instrumental vehicle for educational change. The state of Kansas' adoption and school districts' subsequent implementation of the Common Core State Standards, specifically the mathematics standards (CCSS-M), have infused KSU's PDS model with added enthusiasm and vitality by engaging participants in a coherent conversation about teaching. This paper focuses on just one of many disciplines within the PDS model to discuss how the PDS model promotes simultaneous renewal in mathematics education.