In today's school reform discussions, the teaching profession is often mistakenly viewed as a singular activity. Evaluating teachers for their performance in the classroom assumes that the focus should be on each individual teacher. Merit pay and performance pay both assume that student achievement is the result of only the individual teacher. But it is not. In this "Outlook," the author uses his experience as a school superintendent to articulate a vision of twenty-first-century teacher leaders--who work collaboratively to accomplish their goals--and explain the issues that might arise for schools and districts implementing this new model.