Administrators are often removed from the daily instructional realities in classrooms, while teachers aren't given enough opportunities to lead in their schools, write Christina Steinbacher-Reed and Sam A. Rotella Jr. The result is a wall that prevents the two parties from collaborating in a way that improves school culture, teaching practices, and student learning. In this article, the authors argue for a concept they call "teachership," which weaves together exceptional leading with exceptional teaching. To practice teachership, schools can allow both administrators and teachers to work together in "professional sandboxes"--protected spaces where administrators take part in classroom-based professional learning and teachers are given the chance to lead. Some examples of these sandboxes include strategy walks, lab classrooms, and instructional rounds. Steinbacher-Reed and Rotella detail three levels of professional sandboxes (from least intensive to most intensive) and provide examples of administrator-teacher partnerships at each level.