Systems, structures, and practices perpetuate disparities because they reinforce barriers that sort and separate students based on assumed success or failure. When students are disadvantaged in this way, the implicit message is that their learning doesn't matter. The counterpoint to these discriminatory systems is an asset-based approach, which is one that helps students and adults identify their strengths and use knowledge of those strengths to support their learning. Choosing the right improvement strategy, with continuous, meaningful, and effective professional learning at the center, is critical. Based on their work with partner districts around the U.S., the authors have identified a set of conditions for such professional learning, examples of successful professional learning practices, and recommendations for district leaders.