Teachers take pride in their autonomy, but there is a downside to the tradition of working independently. If the teaching profession is to advance, Burney suggests, practitioners will need to share their individual craft knowledge with one another, and districts will need to create the conditions that make this possible. In the ongoing effort to transform education, policy makers and educators are increasingly looking to research for solutions to the problems of practice. The No Child Left Behind (NCLB) Act, as a number of commentators have noted, contains more than 100 references to "scientifically based" or "research-based" practices. The recognition that knowledge is essential to transform educational practice is heartening. Yet for this transformation to occur, the intended meaning of "research" and "practice" is needed. The traditional model, based on separate and distinct research and practice communities, with the former possessing knowledge that will inform the latter, is no longer valid. The road between research and practice as a two-way street needs to be considered, where both are valid sources of knowledge about teaching. To be sure, teachers need to study and conduct research on learning and cognition and to incorporate up-to-date findings of research into their practice. At the same time, they can also gain important knowledge about teaching through their own and one another's experience. Researchers, for their part, need to carefully examine the knowledge that teachers and school leaders have acquired. Only by recognizing and using both sources of knowledge can educators truly transform schools and turn teaching into a true profession. Combined with research knowledge that is informed by practice, craft knowledge--codified, tested, and shared--can build a new foundation for the teaching profession.