School reform policies and school administrators are increasingly positioning teacher leaders (TLs) with the responsibility to facilitate professional learning for their colleagues. Although ample evidence exists to suggest the need for facilitators to be highly skilled for teachers' learning to be optimized, there is a dearth of research describing how TLs act as effective instructional leaders with their colleagues in professional learning communities. The have been no empirical studies describing effective models for supporting the leadership development of the TLs who are charged with learning to take on the role of instructional leader at their school sites. The research presented in this article intends to address this gap in the literature by documenting a teacher leader network (TLN) that is part of the Mills Teacher Scholars (MTS), a professional development program that supports teachers to develop as TLs. In this study, the authors describe one TLN meeting at which 21 teachers convened to learn how to develop as teacher instructional leaders responsible for facilitating substantive data conversations with their colleagues. They analyze the affordances this learning community provides for TLs, with a goal of making visible how the TLs were supported in strengthening the skills and dispositions required to be effective facilitators of evidence-informed conversations that would move their colleagues' thinking and learning forward.