At the heart of effective school leadership are robust instructional leadership practices. An emphasis on instructional leadership is neither new nor simple. The authors spent the last several years talking with teachers, school leaders, and content experts about how they engage in instructional leadership and the challenges with which they struggle. One takeaway from this work is that much, if not most, of the time, leaders are engaging in their work within a context of instructional mismatch. In such cases, leaders may have difficulties participating in the kinds of rich dialogue and feedback that could lead to substantial improvements in teacher practice and student learning. The challenge for leaders wanting to bridge this mismatch gap and maximize impact as an instructional leader is to engage in what they call targeted and intentional "instructional learnership." Instructional learnership means building knowledge about content-specific teaching practices in a way that is meaningful, ongoing, transparent, and draws on the resources and expertise of colleagues. A focus on intentional and in-depth instructional learnership is not yet widespread, perhaps because of the complexities involved with school leadership and competing demands. But the authors believe it is a critical element in crafting and supporting effective learning opportunities for faculty, staff, and students, and in this article they describe the creation a structure to help school leaders build it.