This article focuses on how educators could design professional development to empower the learning of individuals to serve the growth of an organization that was all about student success. The leadership team at Mapleton Expeditionary School for the Arts (MESA) in Thornton, Colorado, responded to this with its version of a teaching and learning cycle. In its first year of implementation, the team developed a cycle to achieve the commonalities of teachers' suggestions through four primary goals: (1) To advance schoolwide implementation of a single structure that the team invested in the previous year; (2) To improve assessment to better understand instructional needs; (3) To align and link multiple professional learning designs that were in place; and (4) To empower the learning needs and expertise on staff. The teaching and learning cycle served to link multiple learning designs to add depth and consistency to a shared dialogue grounded in student learning.