The Arlington Independent School District in Texas has developed a New Teacher Induction Program to foster individual agency for each teacher and empower educator-centered growth, intentionally modeling the same kind of learning designs that teachers apply with students in their classrooms. After exploring elements of the ideal classroom through collaborative conversations and identifying observed gaps between current reality and the ideal state, teachers crafted a personalized professional learning plan to bridge the gap. From this exercise, preliminary problems of practice emerged from the group.