Education has been in the midst of a global transformation effort for quite some time. While education reform has been a central focus for decades, in the last five years especially the conversation has shifted from reform to redesign—to transforming our fundamental model of teaching and learning from the “sage on the stage” model that emphasizes the acquiring of knowledge, to learner-driven personalized learning. There has been an increasing global conversation and movement to competencies over content standards. In curricula, we see this reflected at the national level—such as Brazil’s new national curriculum that emphasizes and prioritizes a broad set of competencies, and Finland removing the use of a national curriculum altogether in order to remove traditional structures with transformative new ways of supporting teaching and learning. Perhaps most critically, in 2019 the OECD released their new Education 2030 “learning compass” framework, outlining not just a comprehensive framework of skills, competencies and knowledge, but embedding it in pedagogical pillars of learner agency and well-being. This framework was the result of three years, thirty countries, and a range of experts collaboratively defining the critical knowledge, skills and competencies needed for today’s learners to thrive. Such a compass sets a new north star for most learning environments and educational systems, far beyond where they currently sit today. These models and arguments for such deep transformation are warranted, as they align with our research on how children learn best and what competencies are most needed in our modern world. However, indeed, these models of learning are fundamentally different from our traditional school models. How, then, do we help our schools all around the globe make this transition?