To ensure that all students learn at high levels, teachers must collaborate with colleagues to examine student achievement data, plan or adjust instruction, and track student progress. By meeting in professional learning communities, teachers continually examine instructional strategies and improve student learning. This school-based, classroom-focused, teacher-initiated reform requires school and district leaders who possess the skills to create conditions that allow teachers to collaborate effectively. School and district leaders can teach and model the skills necessary to facilitate productive conversations among teachers such as: (1) Understanding the problem clearly; (2) Understanding the purpose of each meeting; (3) Establishing working agreements; (4) Using effective decision-making strategies; and (5) Ensuring every voice is in the room. This article describes how these skills and a protocol can lead teachers and educational leaders to implement and guide faculty through difficult conversations to solve complex problems.