Responsive professional development is about watching learners closely, interpreting observations to make nuanced decisions, and taking action to support learners at particular moments. What might they be ready to do next? What instructional moves will best provide "just enough" support? In other words, what is the next wise action? Responsive teaching is, in fact, an ongoing cycle of inquiry, reflection, and action that might be called "Adaptive Action." As teacher consultants with the North Star of Texas Writing Project--a local site of the National Writing Project (www.nwp.org), the authors of this article facilitate Adaptive Action with educators who are working to set conditions for powerful literacy learning in grades pre-K-12. To support individuals while contributing to collective learning, they have to adapt to the complexity within each individual learner and the complexity of the whole school. They have studied the nature of complex systems and discovered three flexible tools that help to resolve these persistent questions about how to determine how much and what kind of support is most appropriate. This article presents and explains the three tools and provides a detailed discussion of how they can be adapted and implemented to support collective learning and deal with the complexity of individual campuses where they work.