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Abstract The teacher is the most important variable in student achievement, yet school improvement plans and professional development fail to produce the change claimed (Lester, 2018). Solutionitis, where experts continuously propose answers to fix everything, repeats itself with every new fad and novel program, ignoring the teacher as the most knowledgeable person to drive change in school (Alvy, 2017). The people doing the work—the teachers—have to be the drivers of change (Heifetz et al., 2009). Change is possible if teachers develop a strategic leadership approach by doubting and questioning their own expertise and experiences and seeking to replace inefficient, suboptimal practices (Atir et al., 2015). Two frameworks give teachers immediately actionable processes to improve the classroom environment and student achievement (Coker, 2021a). First, the prestage framework describes macro level processes as highly effective. Second, the instructional Self‑Coaching framework, either implemented in isolation, collaboratively, or under the guidance of an instructional coach, is guaranteed to improve academic achievement and student engagement. The people doing the work—the teachers—should guide the evidence‑based frameworks (Khachatryan & Parkerson, 2020) and include action research to become the teacher‑as-researcher (Coker, 2020a; Norton, 2009).