Educators in many countries must meet the educational needs of students who are not fluent in the language of instruction. Professional learning focused on incremental or individual teacher change has failed to improve student learning trajectories (Cuban, 2013; Gorski & Zenkov, 2014). This article explores Brookfield's (2012) critical articulation of Mezirow's (2012) adult learning theory to support the complex and radical transformation needed from all educators--not just language specialists--to improve classroom learning and schooling. We present the "inclusive learning communities" framework, with conceptual and pedagogical growth targets, guiding a seven-course English as a New Language Certification program for PreK-12 preservice and in-service teachers working with English learners (ELs) in general education and EL specialist classrooms. The conceptual and pedagogical elements leverage critical transformative learning theory to reframe educators' individual beliefs and practices while developing their collective capacity to challenge oppressive ideologies and systems in pursuit of equity. We conclude that radical improvement in EL outcomes requires all EL teacher educators to plan and evaluate university coursework programmatically in ways that demonstrate real-world change.