This commentary is based on two of the lessons the author learned as the professor in residence at ASU Preparatory Academy-Phoenix (ASU Prep), a Title I school operated in partnership with the Phoenix Elementary School District. Her role as a university professor on special assignment as a literacy coach, staff developer, and co-researcher. The school's mission is to prepare all students for success through "personalized attention in a university-embedded program that empowers them to complete college, compete globally, and contribute to their communities." (asuprep.asu.edu). Although these lessons related to all grade levels, her comments are focused on the literacy work done in grades 5-10. The first lesson relates to the importance of communities of practice for the development of improved literacy instruction; the second relates to notion of just-in-time literacy professional development. Early data suggest that these lessons are important to ASU Prep's schoolwide academic improvement. No claim of a causal relationship is made, but the author says that these two lessons contributed to ASU Prep's conversion from a low-performing school in 2009--2010 to a B school in spring 2012. Lesson 1: Becoming a Community of Practice to Address the Literacy Instructional Needs of Our Students Is Essential. Lesson 2: Professional Development is Ongoing and a Natural Part of Communities of Practice. (Contains 2 figures and 3 literature cited.)