Until recently, Elkhart Community Schools lacked formal teacher leadership district-wide. The closest implementation historically was department chairs and/or school improvement team members, whose main responsibility was to transfer information between the teaching faculty and administration. In this article, the authors, who are district technology coaches, share their process for creating and adapting professional development in a large urban district facing significant technological and instructional changes. Through an iterative process, the authors developed their own leadership capacity and ultimately advocated for building-based teacher leaders to help support and coach staff members in their use of technology in instruction. The success of the initial teacher leader program has led to an expansion of building level committees across the district’s 19 schools.