This article begins with the following quote from Harvard professor, Susan Moore Johnson: "Whatever level of human capital schools acquire through hiring can subsequently be developed through activities such as grade-level or subject-based teams of teachers, faculty committees, professional development, coaching, evaluation, and informal interactions. As teachers join together to solve problems and learn from one another, the school's instructional capacity becomes greater than the sum of its parts." While it may make perfect sense to you, author Esther Quintero notes in this article that our systems and organizations are largely structured around individual values. She argues that as such, a primary goal is to optimize and reward at the individual level. While some might agree that a team's capacity can exceed the sum of individual members' capacity, team members generally have a difficult time translating that knowledge into action. Quintero maintains that there is still a lot to learn about how teamwork and collaboration are effectively nurtured. Context, relationships, and collaboration aren't magicical, but as research synthesized, in "Teaching in Context: The Social Side of Education Reform" (edited by Quintero) reveals, these factors are at least as important as individual teacher quality and technical aspects of improvement. The remainder of this article shares some findings from the book that educators and policymakers would do well to consider in order to nurture the kinds of collaborative school cultures and systems that drive and sustain improvement.