“So where are we taking the team next?” I asked the three teacher leaders in my weekly coaching meeting at a large middle school in Brooklyn, New York. In addition to their roles teaching science, English learners, and English language arts, these dedicated educators were fellows in an improvement network. They committed to learn together and then lead their peers in a cross-content grade team through an equity-centered continuous improvement process to better meet the needs of historically marginalized students. In a more traditional instructional coaching model at times employed in our district, New York City Public Schools, the role of a coach would be to prepare for and lead the team meetings, talk through next steps, and visit classrooms to offer encouragement and feedback