A pedagogical model called student-led academic teaming takes a different approach to personalizing instruction and meeting the multifaceted needs of each student without increasing teacher fatigue and burnout. With student-led academic teaming, students take increased ownership and accountability for their own and their peers' learning, relieving some of the pressure from the teacher and resulting in greater achievement gains. Student-led academic teaming is a major component of Schools for Rigor, a school transformation approach created by Learning Sciences International that also includes assessment of school systems through scientific protocols, professional learning and coaching for teachers and school leaders, and constant tracking of student evidence to drive improvement in teaching and learning. Schools for Rigor engages all leaders and staff in a common vision and language for rigorous instruction through academic teaming, which brings student ownership to the forefront of teaching and learning through shifts in lesson planning, classroom routines, instructional strategies, and expectations for teachers and students. This article discusses student-led academic teaming, how to empower English learning using this approach, and professional learning supports provided by Schools of Rigor. It closes with the findings from a study conducted by the Learning Sciences International Applied Research Center on Schools for Rigor, which builds capacity for student-led academic teaming through professional learning, assessment, and tracking for leaders and staff in the Des Moines Public Schools district.