Studying the processes involved in scaling technologically-mediated pedagogical innovations has moved into understanding how wider contexts relate to qualitative outcomes (depth, shift in reform ownership and spread). Understanding patterns in this relationship has been complicated by the diverse outcomes for a single innovation. This study examined the processes involved in scaling innovations, using the Cultural-Historical Activity Theory to view process as object, relating outcomes with the roles played by stakeholders in multiple layers of the school ecosystem (teachers, school leaders and cross-school personnel). The idea of multiple meanings in language facilitated the conceptualization of qualitatively different roles and outcomes. Multiple school cases (from different innovations) underwent cross-case comparison to create a typology of approaches to scaling. Three scaling models--sets of role combinations and related outcomes, were described: (1) Tech-Tools and Artifacts En Masse focused on across-the-board adoption of technology. (2) Deep Roots selected a core team to overhaul teaching approaches, with accompanying structural changes (in schedule, personnel involvement and professional learning communities). (3) Networks established partnerships among schools from the onset. The roles for each ecosystem level, for each model, were further explicated to relate roles and outcomes. This study emphasizes the importance of foregrounding the process objects--the meta-level--of scaling, articulating the processes that affect outcomes. The models offer school leaders and those involved in innovation implementation (e.g., innovation designers, academic consultants, teacher educators working across schools) a framework to dialog, evaluate existing implementation strategies, and articulate next steps in school innovation trajectories.