An opinion piece warns education leaders that adopting the ‘lead learner’ moniker is not the same as demonstrating a sustained learner’s mindset, and urges leaders to prioritize authentic, reciprocal professional learning. The authors recount conversations with school principals and coaches about tailoring professional development to teachers across career stages and emphasize inquiry, coaching and feedback cycles. Though the piece centers on K–12 examples, its prescription — continuous leader learning, structured inquiry protocols and peer-to-peer coaching — resonates with university administrators and deans seeking to modernize faculty development. The authors recommend shifting from performative labels to measurable practices that engage both novice and veteran educators. For higher-education leaders, the column offers practical reminders: adopt evidence-based professional learning, invest in coaching, and treat leadership development as ongoing, not symbolic.