Although there is a wealth of research about what works in schools for both teachers and leaders, it has been an ongoing challenge to ensure quality implementation of those practices. In this article, the evidence-based practices that the authors are concerned with relate to school leadership, not least of which involves the work that school leaders do to improve the instructional program in schools while simultaneously managing a whirlwind of operational demands. This article presents a protocol that helps school leaders avoid the pitfalls that can derail collaborative work.