This disquisition (a dissertation-in-practice model) provides an analysis of an improvement effort aimed at closing opportunity gaps by increasing educators' equity consciousness. The scholarpractitioner's theory of improvement posited that an increase in equity consciousness (deeper understanding of the inequities present within schools) leads to the disruption of inequitable practices and, subsequently, greater access to high quality teaching and learning for marginalized students. The scholar-practitioner and a school-based team designed research-supported, educator professional development in conjunction with an equity audit process to increase educator equity consciousness. The improvement work and educators' equity consciousness were evaluated using traditional mixed methods and improvement science methods. Results indicated that the professional learning increased educators' equity consciousness and helped them to identify inequitable practices at their school. Implications and recommendations for school leaders interested in equity-oriented change are provided. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]