AALA has been discussing the urgent need for a systematic and comprehensive way to empower and activate the District’s capacity to better serve students. This is especially necessary because AALA members find themselves in an increasingly volatile, uncertain, complex, and ambiguous (Shields, 2012) administrative world. Fullan and Quinn (2015) explore these challenges in Coherence, as well as Bryk, et al, in Learning to Improve (2016). Even as we learn more about what ails District administrators, the District seems perpetually trapped in a cycle that exacerbates the already untenable working conditions of our frontline managers. As one APEIS shares: