When launching schoolwide tech initiatives, there is often "little organizational vision beyond securing the necessary devices," says Catlin Tucker, author of "Power Up Blended Learning." This can lead to an adversarial relationship between school leaders and teachers, who may feel like they have been set up to fail. To avoid this doomed scenario, leaders must the invest time, energy, and resources into building a sustainable professional learning infrastructure to support the new initiative. Tucker introduces a pathway for doing this: creating a spark, cultivating a coaching culture, and grouping teachers into PLCs. This three-part progression is designed to gradually release professional learning to the teachers, so it becomes a part of their everyday routine at school.