The authors have noticed, especially over the last few years, a growing number of urgent tasks and issues straining already overburdened educators. Instead of easing workloads, professional learning seemed to pile on more, leading to its abandonment. The trend in low implementation became clear as professional learning participants struggled to submit their implementation evidence. As a result, the authors examined their practices, had honest conversations about why some protocols were in place, and dug into whether they were helpful. By looking at the changing needs of instructors and being willing to rethink the existing system, they ultimately abandoned practices they could no longer justify using. The authors took steps to carry out these changes, which reduced the time it took for a participant to implement professional learning, eased the reporting process, and made job-enhancing, just-in-time learning accessible to educators. The goal is that these three strategies -- observing the system, listening to educators, and taking stock of this particularly challenging moment in education -- will decrease workload and increase educator fluency in leveraging evidence based instructional strategies to improve student outcomes.