A school is much more than a collection of individual classrooms. Although teachers have an undeniable impact on the students in their classrooms, school culture and structure can effectively support or dramatically limit teachers’ capacity to grow — and, therefore, their students’ capacity to learn. But the influence of school culture and structure on teacher practice is too often overlooked as a lever for improvement (Johnson, 2019; Quintero, 2017). Fostering a collaborative and learning-oriented culture can improve teachers’ and students’ success. One promising model for doing so is a professional learning approach we witnessed in 2018-19 as part of a larger study of teacher leadership programs (Berg et al., 2019): coupling coaching with model classrooms. In model classrooms, teachers who have participated in professional learning open