The educational landscape around standards, assessment, professional development, and funding is changing at a rapid pace. This article asks how can education institutions--and educators--respond with a balance of urgency and coherence? How can education institutions temper the need for risk-taking and innovation with the responsibility to deliver on the promise of public education for every student every day, showing that their work has impact on student learning? This article describes how the Long Beach Unified School District in California, Learning Forward's Redesign PD Community of Practice, has been a catalyst for understanding and accelerating the district's innovation efforts to address the changing education landscape, especially in the context of personalized professional development. A partnership of 22 school systems from across the U.S., the Redesign PD Community of Practice was organized around these six core elements as the group tackled issues of coherence and measuring impact across systems: (1) Clear focus on a shared problem of practice; (2) Active learning through a process of inquiry; (3) Collective ownership of the work and one another's success; (4) Appropriate mix of partners; (5) Sufficient commitment to supporting implementation and experimentation efforts; and (6) An effective structure of governance and decision making. These core elements offered the group a framework for building collective professional responsibility without devolving into "pervasive group think" or "contrived collegiality." Using design thinking, educators framed core problems of practice in a growth mindset and convene a diverse group of stakeholders in innovating, prototyping, and testing ideas before going to scale. The process allows designers and reformers to test the viability and potential impact of their ideas with real users before committing to systemic action. In this way, design thinking is an opportunity to listen first and design second.