Like educators everywhere who constantly examine data in an attempt to make decisions to help improve their schools, the authors of this article, a new principal and assistant principal of North Oconee High School in Bogart, GA, looked for ways to lead school improvement instead of just pointing out flaws. They wanted their school to improve, but they wanted that improvement to be the result of a collective effort by the students, the faculty members, and the administrators. This article describes how this high school used student surveys in every class to gather instructional feedback for teachers. Data from multiple formative surveys and online end-of-course surveys combined to help teachers improve their practice while students and teachers also completed surveys regarding administrators' performances. As part of this process, ground rules were established, and figure 1 presents an example of a course evaluation summative. The survey on the practice of administrators was completed at the end of the first semester as well as at the end of the school year. The feedback received from the faculty changed some administrative practices and helped shape administrators and leaders professionally. Although it was not always easy to hear, listening to the feedback showed a willingness to be transparent and accountable. It only took a little planning, thick skin, and belief in the continued opportunity that administrators and educators must continually grow professionally to make school improvement a successful endeavor.