There is a sense of urgency among P-12 educators to dismantle systemic school-based racism and radically transform conditions for teaching and learning in ways that advance equity, social justice, and social-emotional learning (SEL). This transformation cannot be achieved through typical top-down, short-term approaches to school improvement or professional development. In this article we explain how, in an urban school district working to bring Digital Literacy and Computer Science (DLCS) to all students, robust professional learning communities (PLCs) have been leveraged to redress racism and led to changes in teacher mind-sets, more equitable classroom practices, and positive social-emotional learning outcomes. We explain how routine school improvement initiatives, such as stand-alone professional development events, fail to address racist beliefs and behaviors, and are inadequate to the task of advancing SEL. We describe the attributes and outcomes of effective PLCs, including the effects that PLC participation may have on teacher capacity to make anti-racist changes to curriculum and instruction, and advance the social, emotional, and academic learning of all students.