During the 2016-2017 academic year, a collaborative of university faculty and high school teachers piloted an innovative approach to professional development, focusing on secondary level literacy in a diverse suburban district. The approach included innovations in both process and content compared to professional development (PD) and instructional initiatives conducted in recent years, and it capitalized on investments in expertise among English language arts (ELA) teachers to support literacy across the district. This article describes the approach taken, provides summary data on teacher feedback after the first year, and discusses potential directions and lessons for the future.