For decades, researchers and educators alike have been caught in waves of reforms that sought to change the quality of teaching and learning at scale. Research-practice partnerships (RPPs) emerged as a promising strategy for generating new knowledge and building new capabilities for improving teaching and school systems through research. RPPs seeking to improve instructional practice at scale face dual learning imperatives in that partners must learn how to: (1) manage and confront the complexity involved in trying to change instruction at scale; and (2) develop a model of partnership that is equipped to the task. This paper presents a framework that is composed of four elements and a reflective tool for partnering for instructional improvement at scale. The following presents the structure of this report: (1) Description of the challenge of scaling instructional improvement; (2) Literature review of RPPs and organizations focusing on the challenges faced by RPPs; (3) Introduction of the framework, which is composed of commitments, structures, expertise, and social learning; and (4) A brief example of a reflective tool to be used for assessing partnering in an RPP.