In this article, the authors discuss the Baltimore Secondary Literacy Improvement Community, a teacher fellowship with two goals: (1) to develop pedagogy that supports the reading and writing skills of middle and high school students; and (2) to develop teachers' skills and habits in continuous improvement--behaviors that empower them to drive their own professional learning. When creating the fellowship, the authors aimed to build a structure that would embody the principles of high-quality professional learning. In particular, they focused on creating a collaborative approach to ongoing learning that elevated teachers' expertise and voice.