Many of today's educators learned math in elementary and secondary schools with approaches very different from those outlined in the current standards, and it is difficult to teach for proficiencies educators have not yet developed in themselves. How can teachers find time for this kind of professional learning with all the other responsibilities on teachers' plates? The authors believe the answer lies in creating simple professional learning structures that can be woven into the routines of school life. This article discusses three professional learning structures that engage educators in actively doing math together to strengthen their effectiveness in teaching math to students: (1) math anchor problems; (2) math talks; and (3) math games.