Change is a constant in education. New initiatives, technologies, instructional approaches, accountability expectations, organizational structures, and community priorities continually ask educators and educational organizations to adapt. Yet implementation is not the same as transformation. The more difficult question is what happens after the initiative is introduced. Do people have the conditions they need to learn, adapt, contribute, and continue the work? Does the organization learn from experience? Can people speak honestly about what is working and what is not? Are those most affected by a change able to influence how it develops?