At Marylin Avenue School in Livermore, California, student achievement more than doubled from 2006 to 2013, even as the number of socioeconomically disadvantaged students increased from 66% to 88% and English language learner populations from 57% to 64%. Key to this continued growth in student achievement was the evolution of strategies that allowed teachers to continuously learn together and from each other to improve their practice. These strategies include the data team process, lesson study, peer observations, and lab lessons. Using these practices together, teachers identified needs, set goals, and planned professional learning that was job-embedded, ongoing, and focused on curriculum being taught (Odden, 2009). School leaders kick-started the process in 2006 when they began to ask: What are teachers learning? How does their learning connect to the school plan? What learning makes it back to their classrooms, and how does the school know if the new learning impacts student achievement?