Collaborative dialogue about instructional practices is essential to the growth of the education profession. To determine what effective instruction is and how to improve their own instructional practice, educators must clarify and publicly state their beliefs about instruction, teaching, and leadership. This is messy and complex work, and to accomplish it, educators must make themselves vulnerable in front of their colleagues, so it is imperative that they are comfortable, that the atmosphere is supportive, and that the educators are open to new ideas. This article describes the process the authors use in their work to enhance a spirit of collegiality that deepens highly effective instructional practices and quality feedback. (Contains 1 figure.)