Focused reflection is teacher directed professional learning that uses ongoing formative assessment aligned with research-based instructional practices and standards. It allows teachers to operate as researchers and hold themselves accountable for what they are teaching and what students are learning. This article provides a table that outlines the focused reflection theory of change (Killion, 2008), which includes four stages of planning and reflection, each guided by a set of core questions for reflection and discussion. The work of focused reflection is complex and best suited for collaborative settings, such as in partnership with an instructional coach or in a professional learning community. To illustrate how these steps play out, this article tells the story of Lindsey, a composite of teachers the authors have worked with over the years, and the process she goes through, which is representative of the process the authors strive for when coaching teachers.