Most worthwhile improvements in teaching practice are not simple, and the change process is complicated. It can also take a long time if it involves breaking long-established habits and modifying belief systems. Not only is adoption at scale difficult, but transfer into practice "at all" is often tricky, even with the best professional development. Transfer can be obstructed because other projects take priority and because of the lack of mechanisms to keep a new practice on people's plates, maintain focus, and provide adequate coaching and feedback. The Collaboration Teacher Model addresses these issues. This article discusses how the staff of an urban high school in Revere, Massachusetts, a highly diverse, high-poverty, blue-collar district, adopted a complex constellation of skills called Making Student Thinking Visible, using the Collaboration Teacher Model. This article includes a tool to guide the use and critique of the Collaboration Teacher Model, as well as a tool that shows the Making Student Thinking Visible elements.