Sites are central to understanding the practices of leading pedagogy, and yet much of the literature on pedagogical leadership is universal in nature. This chapter explores sites and site ontologies in education including formal and informal spaces of education and schooling. Centring its ideas on the theory of practice architectures (Kemmis et al., 2014). The chapter returns to Aristotle’s notion of place, Schatzki’s (2002) social sites, and Husserl’s understanding of the lifeworld to understand how philosophy can aid our understanding of what it means to lead pedagogy in spaces, sites, and places which can be real, virtual, and spiritual. The theory of practice architectures (Kemmis et al., 2014) acknowledges the importance of sites and site ontologies including semantic space, physical time–space, and social space found in intersubjective spaces, broadening notions of space and place. In this way, the chapter expands on the notion of site ontologies beyond places to sites of the mind, and places for reflection and how these intersubjective spaces connect. Places are important in education as schools are social sites, where their purpose is for these spaces to connect. Places are where moments happen, and it is our moments that make up the fabric of who we are. They are all we can really own. In this way, places ground us in the untouchable moments of intersubjective space. As intersubjective space are integral to leading pedagogy, the empirical focus of the chapter is on how Research-Practice Partnerships are a professional learning and research methodology for site ontologies. A Research-Practice Partnership is based on the understanding that knowledge is cocreated and empirical findings are shared with participants to bring about further change. In Research-Practice Partnerships (Coburn & Penuel, 2016), a capabilities approach (Nussbaum, 2011; Sen, 1985) gives voice to participants as they take an active role in their learning. The chapter explores ways of respecting formal and informal spaces in education including professional learning and reflective spaces. The aim is for leaders to develop learning practices for long-term sustainable change, as they made decisions about their interactions, and individual and collective habits through giving respect. Understanding pedagogy as place has the potential to alter our focus away from the leader to the site and the specific needs of the site, the lifeworld arrangements, and opportunities for thinking and reflection, and influence. This chapter reports on the empirical work of Research-Practice Partnerships with Australian school leaders. Research-Practice Partnerships that encouraged school leadership teams to reflect on the practices of leading, pedagogy, and wellbeing, through the practices of leading together. Research-Practice Partnerships have the capacity to ground and connect understandings of sites with pedagogy, leading and professional learning and how they interconnect.