In the mid-1800s, when schools became institutions for the masses, teachers worked out how to be efficient, effective, and ensure students listened, behaved, and learned. This chapter focuses on the nature and expertise of the leadership required to build collective teams, and shift from how teachers teach to what is the impact of their teaching. It means that there needs to be much education of the parents and voters as to these new priorities and messages about expertise, and it means greater awareness and resource-distribution to develop, upscale, and improve expertise in the profession. Stigler and Miller consider developing expertise in analysis as the key to success, although the people prefer developing expertise in evaluative thinking. Instead, there needs to be a recognition that there are pockets of excellence in schools, and the people should start by recognizing this excellence and expertise-the major question then becomes how to upscale this expertise.