What drives many educators is the need to advocate for students for whom the system does not work. Educators need to find ways to close the equity gap for English learners and kids living in poverty, and that means they need to find ways to improve their access to a high-quality education. As a key strategy for building teachers capacity to provide effective instruction, the Robla School District in Sacramento, California, in partnership with University of California (UC), Davis, is re-envisioning its professional learning support system. In 2016, the district realized that its professional learning approach was not improving teaching and learning. Like many districts, Robla offered a variety of disconnected professional learning initiatives. This article presents the Robla School District's rebuild and reboot plan for a teacher driven approach focusing on equity.