A Number of good ideas can help improve the achievement of low-performing students and close the achievement gap, including determining the placement of veteran teachers, purchasing new curricula, and providing after-school tutoring. However, it is the teacher--and what the teacher does in the classroom--that makes the most difference for students, and it is access to professional development that makes the difference between teachers who have the knowledge and skills to meet the increasing demands of diverse student populations and those who do not. Unfortunately, not all professional development is created equal, and the high-quality professional development that teachers need is engaging, is based on current research evidence, is aligned with standards, and provides opportunities for peer engagement. Understanding this, secondary and postsecondary educators in San Diego have developed the City Heights Collaborative, a partnership between San Diego State University and three public schools: Rosa Parks Elementary, Monroe Clark Middle, and Hoover High School. This partnership has created and implemented a protocol for teacher development that includes examining and aligning content standards, creating common assessments, consensus-scoring student work, and planning changes on the basis of the gathered information to prepare teachers to help their students succeed. In this article, the authors discuss the protocol used by each school and present 5 steps educators can use to align curriculum, instruction, and assessment, such that student learning becomes the focus of professional development. (Contains 2 figures.)