Schools must be learning organizations, but learning does not happen automatically. Visiting classrooms, reviewing student work, collecting artifacts, and analyzing achievement data is essential to the health of a school and its ability to educate students. One of the key ways the school administrators of Pottsgrove Middle School in Pottstown, Pennsylvania, are ensuring that the school is improving instructional practice is by changing the context and culture of their professional work. They are intentionally shifting the expectations of typical teacher-leader opportunities to foster a higher investment among teachers. The only way to make transformational changes is for teachers, administrators, and staff members to do the work together. Sharing leadership and sharing power is a risk at every level of the school. Students risk ridicule when they seek help for understanding, teachers risk chaos when they give away the learning, and principals risk improvements that quickly disappear--if each group fails to share the ownership of learning. Thankfully, educators can make progress by moving ahead together.