More than a decade of research suggests that improving the quality of instruction and student learning requires leaders to set a vision for instruction, promote teacher learning around that vision, and foster organizational conditions for teacher collaboration and growth (Louis, Dretzke, & Wahlstrom, 2010). Yet designing professional learning that enhances instructional leadership has proven challenging. Previous attempts may have been unsuccessful because they targeted only school principals rather than teams of leaders or because they were conducted away from school sites rather than being job-embedded. Increasing school leaders' "knowledge" of curriculum, instruction, and assessment is insufficient. Improving instructional leadership requires increasing school leaders' "direct involvement" with teachers in these core areas. A team-based approach to professional learning is more effective in enhancing the instructional leadership capabilities of administrators and teachers. Instructional leadership teams are a promising model for such an approach. These teams involve administrators and teachers in collectively improving teaching and learning through collaborative professional learning and a shared commitment to instructional improvement. This shared approach to leadership requires joint practice and learning. The authors have worked collaboratively with district, school, and teacher leaders over the past 10 years to develop an approach they call the "internal coherence approach" to school improvement. With this approach, instructional leadership teams can transform their organizations from low-performing or stagnant to high-performing or improving.