Rachel Malchow Lloyd describes the wonderful and quite natural potential for a team of teachers, through their professional conversations and routine planning, to model for less experienced teachers how to prepare for instruction, how to assess its effect, and how to assume a professional stance consistently in the daily execution of responsibilities. As Lloyd demonstrates, through involvement in the focused practices of the team, new teachers see how curriculum is developed and students' growth assessed. Following the practices that Lloyd describes encourages the agency of the newcomers and invites their voices in reporting their experiences and in judging the instructional approaches that will best meet the needs of learners. In addition, the benefits of the collaborative work are reciprocal, with early-career teachers receiving the support they need and the experienced teachers becoming increasingly reflective about their practice.