In the Lexington Public Schools, outside of Boston, Massachusetts, they pride themselves on being innovative. Two years ago, they demonstrated that spirit by creating a director of equity role. Positions like this hadn't previously existed in many districts like theirs -- small, suburban, well-resourced, high-performing, historically white, and recently diversifying. They developed the role in part to respond to equity issues that had long existed but were rising in their community's awareness, like the trend of educators making disproportionate special education referrals and exclusionary disciplinary practices for Black students. But they also recognized they needed help dismantling the larger systems of oppression that have operated within their public schools for generations. Fortunately, for many years, the district has embraced a comprehensive professional learning program serving all faculty and staff. Cultural competency and other variations on diversity, equity, and inclusion topics had long been a part of the program, providing a good starting point. The director of professional learning was well positioned to engage in a partnership with the newly hired director of equity to co-develop a program that supported teachers, administrators, and support staff in becoming culturally responsive, antiracist educators. While the partnership is relatively new, they have learned so much in a short period of time. In this article, they share how they have learned to establish shared responsibility, differentiate learning to serve everyone, break down barriers between departments, and embed equity in everything they do.