Learning and teaching are dramatically different in competency-based systems, yet public education still uses mostly traditional means to prepare and support educators. Growth and improvement requires increasing the number of educators and school leaders prepared to be strong competency-based practitioners, while also making coordinated changes in school and district systems and practices, higher education, credentialing, and state policy. Educators are the central change agents in this work, not passive recipients of new policy or practice. Simultaneously, teachers need time and extensive supports to make these changes. The Aurora Institute identifies, develops, and shares resources to support this change and explains where they fit into the larger picture of systems change.