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This paper presents the view that schools should be learning communities characterised by cultures that value shared reflection and that promote and nurture professional conversations. Based on evidence from the author’s own professional experiences and other sources, the challenges for school leaders to keep teaching and learning high on their list of priorities are explored. School principals and deputy principals are seen not only as supporters and facilitators of meaningful and relevant professional conversations among school staff members but are encouraged to be active leaders of such conversations, not least among themselves. Some rethinking about the role of school leaders is proposed and some practical suggestions offered. The discussion is located in the context of TL21, a school-university partnership project that aims to strengthen schools as active learning communities.