This paper will explore how to connect the administrative and professional perspectives in the era of accountability. Conflicting school accountability perspectives come from the contradiction between managerialism and professionalism. This inconsistency in accountability may have shifted the teaching profession's role toward supervisory leadership and acquiescing or resisting professionalism. In order to balance the conflicts and issues, administrators need to consider high-quality professional development, facilitating self-producing practices, building organizational learning, and distributing and sharing responsibility and leadership. Also professionals need to rescue from individualism to collaboration and team, advocate authentic pedagogy as critical and reflective practitioners, become data generator and talker for the best practice and the successful policy implementation, and act as an active leader. Such connection enables administrators to enter into the classroom and professionals to open their classrooms toward the external world in search of authentic pedagogy and accountability through deliberative discourse.