At their best, teams can bring people and talents together and serve as holding environments -- spaces that offer both developmental supports and challenges -- for individual, group, and organizational growth and transformation. While teaming has steadily emerged as a lever for educational change in recent years, educators are now being called on to team in new and deeper ways as they navigate unprecedented uncertainty amidst the COVID-19 pandemic, strive to meet the urgencies of the Black Lives Matter movement for racial justice, and work to dismantle oppressive systems of all kinds in schools and out. Teams are critical now and can serve as integral spaces of planning, connection, and advocacy for social justice, broadly defined. The authors recognize that every adult brings unique constructions and meaning making to teams, which reflect the cumulative experiences, stories, hopes, cultures, and expectations embedded in their positionalities. By making these diverse constructions and orientations more transparent -- by acknowledging differences and commonalities both visible and invisible, and by deepening connections and understandings over time -- team members can better meet one another where they are as they come together as individuals in service to common goals. Toward this end, foundational lessons from research on racial identity development, the Courageous Conversation framework (Singleton, 2014), and constructive-developmental theory illustrate how adults bring different cognitive, emotional, interpersonal, and intrapersonal capacities to teaming. Combined with practical strategies for building teams as fertile contexts for authentic communication, collaboration, and action, progress can be made toward greater equity and social justice.