My challenge stemmed from this situation: when teachers need help from me in terms of technology, it's usually a last-minute call. They're about to have class or have a meeting with a parent and they have to solve something that they could've seen coming or train themselves on with time. That usually means that there's no time for me to train them or coach them on what they need. Instead, because of the time constraints, I need to solve the problem for them. And there's no growth or learning on their part. At the same time, when I've had PD opportunities with them, these same teachers don't pay much attention or prefer to do something else. However, I do see these teachers leisurely walking around campus from time to time. And although decompression and downtime are needed, I wonder if that time could be put to better use, especially since they themselves feel like they never have time. So, yes, my challenge is a common problem: to see teachers not engaging with learning about technology. But we have a particularity. We're in the middle of an accreditation cycle, where the whole school is working towards exploring, creating, and recording transformative practices that generate an impact in our community. So I have this special opportunity, to use the growth state of mind that this accreditation cycle has planted in teachers during the last year. With this ripe field, I can plant the seeds of curiosity that I hope will bring forth lasting habits in teachers regarding professional development around educational technology.