Risk takers of all kinds have joined the effort to find new and better ways to structure nearly every aspect of teaching and learning. But as teacher leader and blogger Ariel Sacks notes, "Sadly, most of the experiments in education reform come from the imaginations of people who don't actually teach children." Top-down experiments often end up being out of sync with the realities of both teachers and students. It's time to start taking risks on the problem-solving power of practicing teachers. Why? Because teachers are the ones implementing new reforms and ideas; they're often the only ones who can see both their students and the problem clearly enough to imagine a solution. The author recounts a story from her own school, in which a grade team of teachers turned a small-scale dysfunctional policy into a system that improved both struggling students' academic performance and teacher efficacy. The author concludes that the role of a leader in education--whether that person is a teacher at heart, a teacherpreneur, or never was a teacher--must be to inspire and give space to teachers' problem solving ability.